English as medium of instruction in global education

Learning Outcomes

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• Develop skills to plan and develop concrete, well-focused and suitable research projects to answer specific questions and to assess strengths and limitations of the analysis.
• Monitor your own progress and evaluate your understanding of key concepts
• Demonstrate ability to draw from interpersonal, reflective and collaborative experiences developed during interactions with tutors and peers to enhance own understanding of the subject
• Access theoretical and research materials and assess relative strengths and weaknesses

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
• 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
• Conduct guided analysis of EMI-related language policy and language practices

Knowledge and Understanding

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

• 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
• Issues of implementation and adaptation to diverse EMI contexts
• How to critically develop knowledge and understanding of EMI educational practices, drawing also on knowledge developed in previous academic studies, including LING 6014

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

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

Resources & Reading list

Journal Articles

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

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

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)..

Textbooks

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

Prof Jennifer Jenkins and Anna Mauranen (eds) (2019). Linguistic Diversity in the EMI Campus. Abingdon: Routledge.

Emma Dafouz and Ute Smit (2020). ROAD-MAPPING English Medium Education in the internationalised university. Palgrave.

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

Assessment strategy

Assessment Method

A 2000-2300 word analysis of EITHER policy documents related to one specific EMI context presented OR oflanguage practices (teacher, student language use, metalinguistic practices) 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 2,000-2300 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

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Repeat Information

Repeat type: Internal & External