Show Less
Restricted access

Uncovering English-Medium Instruction

Glocal Issues in Higher Education

Branka Drljača Margić and Irena Vodopija-Krstanović

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.

Show Summary Details
Restricted access



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]. <> (accessed 10 June 2012).

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.

Airey, John. 2015. From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in English. In Slobodanka Dimova, Anna Kristina Hultgren & Christian Jensen (eds), English-medium instruction in European higher education. English in Europe, 3, 157–176. Berlin/Boston, MA: Walter de Gruyter GmbH.

Airey, John & Cedric Linder. 2006. Language and the experience of learning university physics in Sweden. European Journal of Physics 27(3). 553–560.

Allwright, Dick & Kathleen M. Bailey. 1991. Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.

Alsup, Janet. 2006. Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum Associates.

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.