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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.

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‘A timely and well-balanced critical analysis of the pressures and opportunities of initiating EMI in the higher education system. This country-wide study high-lights why educational practice and innovation under internationalization need customizing to the local context.’

— Robert Wilkinson

‘A highly enlightening book, which will be of great value to both experienced researchers and students interested in the impact of introducing EMI in higher education. It not only gives a very clear overview of the situation in Croatia but is also a model for designing and carrying out research in this particular area.’

— Josep Maria Cots

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...

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