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.
Perceptions of EMI: the students’ view of a Master’s degree programme (Caroline Clark)
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Perceptions of EMI: the students’ view of a Master’s degree programme
The surge towards internationalisation in Higher Education Institutions (HEIs) has led to a rapid increase in English-medium instruction (EMI) and English-taught programmes (ETPs), as has been outlined throughout this book (see Dalziel, this volume; Guarda/Helm, this volume) and in the literature generally (see Wilkinson 2013; Costa/Coleman 2013; Coleman 2006, among others). Given the speed with which the internationalisation of HEIs has taken place, there are various issues still to be addressed in depth – such as language policy, EMI teaching methodology, assessment in EMI and also the role of the student participant.
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