Module overview
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- issues of implementation and adaptation that may emerge in diverse EMI contexts, and how we may be able to interpret and tackle them
- how different dimensions in EMI education may be described, designed and theorised by academics and practitioners in the field
- the position and nature of English as a global language and other languages in relation to EMI
- how to analyse current research in EMI, drawing also on other forms of bilingual education, such as CLIL, in order to reflect on the implications of such research for EMI/CLIL practitioners and students
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Communicate about EMI in a global context in a range of formats and registers, and for a range of audiences
- Critically assess the applicability of EMI in diverse contexts
- Conduct guided analysis of EMI-related language policy and language practices
- Select and evaluate relevant academic publications and discuss them critically
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Monitor your own progress and evaluate your understanding of key concepts
- Access theoretical and research materials and assess relative strengths and weaknesses
- Demonstrate ability to draw from interpersonal, reflective and collaborative experiences developed during interactions with tutors and peers to enhance own understanding of the subject
- 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.
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Completion of assessment task | 36 |
Seminar | 12 |
Wider reading or practice | 30 |
Follow-up work | 20 |
Preparation for scheduled sessions | 40 |
Lecture | 12 |
Total study time | 150 |
Resources & Reading list
Journal Articles
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)..
Coleman, James A. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), pp. 1–14.
Dafouz-Milne, Emma & Perucha Begoña-Núñez (2009). CLIL in higher education: devising a new learning landscape. CLIL across Educational Levels, pp. 101–112.
Textbooks
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.
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.
Assessment
Assessment strategy
Assessment Method A critical essay 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. A data analysis task of either policy documents related to one specific EMI context presented OR of language 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 as part of team.Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Critical essay | 55% |
Data Analysis | 45% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Critical essay | 55% |
Data Analysis | 45% |
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.
Method | Percentage contribution |
---|---|
Data Analysis | 45% |
Critical essay | 55% |
Repeat Information
Repeat type: Internal & External