The University of Southampton
Courses

LING6042 English as medium of instruction in global education

Module Overview

Building on existing knowledge of language policy, English as a Global Language and language education, the core of this module will focus on critically evaluating a range of issues related to English Medium Instruction, including language policy, language practice (including assessment) and context dependency.

Aims and Objectives

Module Aims

• Provide you with a detailed overview of issues surrounding English-Medium-Instruction (EMI) at school and university level • Present you with the means to analyse EMI practices in a range of educational settings • Give you the means to critically assess language-related educational outcomes in EMI settings • Give you the opportunity to assess diverse forms of language policy as related to EMI, drawing on theoretical underpinnings related to an “extended view of language policy”

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • How to critically develop knowledge and understanding of EMI educational practices, drawing also on knowledge developed in previous academic studies, including LING 6014
  • Issues of implementation and adaptation to diverse EMI contexts
  • Issues of the position of English as a global language in relation to EMI
  • Analyse current research in EMI, drawing also on other forms of bilingual education, such as CLIL
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • Access theoretical and research materials and assess relative strengths and weaknesses
  • Monitor your own progress and evaluate your understanding of key concepts
  • Demonstrate interpersonal and collaborative skills in the presentation of work, tutorial and
  • workshop discussions, planning and development of group projects, and peer support;
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • Select and evaluate relevant academic publications and discuss them critically
  • Conduct guided analysis of EMI-related language policy and language practices
  • Critically assess the applicability of EMI in diverse contexts
  • Communicate about EMI in a global context in a range of formats and registers, and for a range of audiences

Syllabus

This module will focus on the development of an understanding of key issues in English Medium Instruction (EMI) as well as on the cognitive and practical skills related to analysing EMI-related data. Topics dealt with in the sessions will include: • English Medium Instruction: Discussion of Key Concepts including delimitations and overlaps with related phenomena (immersion, CLIL, etc.) • Which English in EMI: Discussion of relevance of English as Lingua Franca, WE and English as Foreign Language in debates on EMI • Language Policy in EMI with sample analyses of overt policies in EMI contexts • Stakeholder Beliefs in EMI and their relevance for implementation and policy • Language Use in EMI settings – Discussion of analytic frameworks and research findings and Practical analysis of language use in EMI (lectures, seminars, student writing and staff-student interactions) • Assessment in EMI (language and content) • Issues of implementation: Appropriate pedagogy and EMI • Case studies in EMI

Learning and Teaching

Teaching and learning methods

Teaching methods include • A mix of lectures(to deliver content knowledge and highlight key areas of study) and seminars to enable you to further explore and discuss issues brought up in lectures or independent study • Discussion of pre-read articles and book chapters; • Group activities and exercises. • Independent study to provide you with the necessary background knowledge to fully engage with the course content and also to further explore issues within the subject which are of particular interest to individual students Learning activities include • Reading of key texts; • Presentations; • Analysis of policy documents relating to teaching

TypeHours
Wider reading or practice30
Lecture12
Follow-up work20
Completion of assessment task36
Seminar12
Preparation for scheduled sessions40
Total study time150

Resources & Reading list

Dafouz-Milne, Emma & Perucha Begoña-Núñez (2009). CLIL in higher education: devising a new learning landscape. CLIL across Educational Levels. ,0 , pp. 101–112.

Hellekjær, Glenn O. (2010). Assessing Lecture Comprehension in English-Medium Higher Education: A Norwegian Case Study. Language Use in Content-and-Language Integrated Learning (CLIL).. ,0 , pp. 0.

Jenkins, J. (2014). English as a Lingua Franca in the International University. The politics of academic English language policy. 

Mauranen, A. (2012). Exploring ELF: academic English shaped by non-native speakers. 

Coleman, James A. (2006). English-medium teaching in European higher education. Language Teaching. ,39 , pp. 1–14.

Assessment

Assessment Strategy

Assessment Method A 2000 word analysis of EITHER policy documents related to one specific EMI context presented OR oflanguage practices (teacher, student language use) in an EMI context. This assessed piece of work aims to show your ability to undertake a small-scale analysis of data A critical essay of 2,500 words exploring the themes covered in the module regarding the role of English in education globally and relating this to the theoretical and/or practical implications for education

Summative

MethodPercentage contribution
Critical essay  (2500 words) 50%
Written assignment  (2000 words) 50%

Referral

MethodPercentage contribution
Coursework 100%

Repeat Information

Repeat type: Internal & External

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