Edited By Katherine Ackerley, Marta Guarda and Francesca Helm
English is increasingly used as a medium of instruction in European higher education not only in northern countries, but also in the European ‘south’. This volume is fruit of a project which was carried out in a public university based in the north-east of Italy with the aim of delivering professional development for university lecturers engaged in EMI. It begins with an overview of the European context, the Italian context, and some of the arguments against the indiscriminate spread of English as a medium of instruction in higher education. The volume then focuses on the microcontext of the university, giving voice to the various stakeholders in EMI. These include researchers, lecturers, administrative staff, those involved in professional development and students. The central part of the volume presents the views and experiences of twelve EMI lecturers from a range of academic disciplines. In sharing these perspectives on EMI, the volume hopes to stimulate critical dialogue and research on the many issues involved in this aspect of internationalisation in higher education institutions.
What the students can teach us about EMI and language issues (Katherine Ackerley)
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What the students can teach us about EMI and language issues
Research shows that students react differently to English-medium instruction depending on numerous factors. These may include a student’s language background, the status of English in their home country, their own attitudes towards English, and the perceived importance of English in their future career. Following research that has been carried out on students’ attitudes, experiences and the challenges they face (see, for example, Tatzl 2011; Rogier 2012) a study has been conducted on a sample of students at the University of Padova.
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