Glocal Issues in Higher Education
English-medium instruction (EMI) is a complex educational innovation and a prerequisite for active participation in the process of internationalizing academia. Given its impact on today’s universities, it is crucial that EMI should be effectively and responsibly implemented.
This book draws on a range of theoretical and empirical insights to explore the implications of EMI for stakeholders and describe the measures that should be taken to capitalize on its strengths and respond to its challenges. Using questionnaires, interviews and classroom observation, the authors investigate two academic communities – one that has undertaken instruction in English and one that has not – to weave together teacher and student attitudes, experiences, expectations and needs, along with comparative findings from classroom practice in Croatian and English.
By analysing EMI in a local academic context against the backdrop of the global higher education landscape, this book offers a glocal perspective and opens up new avenues for reflection and action that will be relevant to
educational institutions undergoing change.
Agencija za znanost i visoko obrazovanje [Agency for science and higher education]. 2013. Visoko obrazovanje u Republici Hrvatskoj [Higher education in the Republic of Croatia].
Airey, John. 2004. Can you teach it in English? Aspects of the language choice debate in Swedish higher education. In Robert Wilkinson (ed.), Integrating content and language: Meeting the challenge of a multilingual higher education, 97–108. Maastricht: Universitaire Pers Maastricht.
Airey, John. 2012. ‘I don’t teach language’: The linguistic attitudes of physics lecturers in Sweden. In Ute Smit & Emma Dafouz (eds), Integrating content and language in higher education: Gaining insights into English-medium instruction at European universities, AILA Review 25, 64–79. Amsterdam/Philadelphia, PA: John Benjamins Publishing Company.
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