The ‘internationalisation’, or ‘Englishisation’, of higher education in East Asia

In recent years, one of the most significant trends in higher education in non-anglophone countries has been the growth in English Medium Instruction (EMI). However, provision is rapidly outpacing empirical research. This study examined how macro-level education policy with regard to EMI is both imp...

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Veröffentlicht in:Higher education Jg. 80; H. 3; S. 395 - 414
Hauptverfasser: Galloway, Nicola, Numajiri, Takuya, Rees, Nerys
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Dordrecht Springer Science + Business Media 01.09.2020
Springer Netherlands
Springer
Springer Nature B.V
Schlagworte:
Anglophones
Chinese languages
Classrooms
College Faculty
College Students
Concept formation
Curricula
Curriculum Evaluation
Education
Education policy
Educational evaluation
Educational Policy
Educational Trends
English (Second Language)
English as a second language instruction
English as a second language learning
Focus groups
Foreign Countries
Foreign Students
Globalization
Higher Education
International Education
Interviews
Japanese language
Language of Instruction
Language policy
Language Usage
Monolingualism
Multilingualism
ORIGINAL PAPERS
Policy Analysis
Policy implementation
Questionnaires
Research methodology
Research Needs
Second Language Learning
Student Attitudes
Students
Students, Foreign
Surveys
Teacher Attitudes
Teaching
Universities
China
Japan
East Asia
United Kingdom
EMI
Attitudes
Language policy
Higher education
Internationalisation
ISSN:0018-1560, 1573-174X
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Zusammenfassung:In recent years, one of the most significant trends in higher education in non-anglophone countries has been the growth in English Medium Instruction (EMI). However, provision is rapidly outpacing empirical research. This study examined how macro-level education policy with regard to EMI is both implemented and conceptualised at the institutional and classroom level in Chinese and Japanese universities. Utilising questionnaires with home students (n = 579) and staff (n = 28), interviews with home students (n = 29) and staff (n = 28) and four focus groups with staff and four with home students, in addition to questionnaires (n = 123), interviews (n = 10) and three focus groups with international students, the study provides insights into how EMI policy is operationalised, including types of programmes and language use, and how it is conceptualised by different stakeholders. The results highlight contextual constraints to policy implementation, calling for the need for more research into this growing trend and curriculum evaluation to inform context-sensitive ways to implement EMI policy. It also calls for a critical examination of monolingual EMI policies and academic norms amidst growing multilingualism in the EMI classroom as well as clear goals and objectives due to varying conceptualisations of the purposes of EMI amongst staff and students.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-019-00486-1