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Integrating Content and Language in Higher Education

Perspectives on Professional Practice

Edited By Jennifer Valcke and Robert Wilkinson

This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers.

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Partial English instruction in English-medium instruction (EMI) practice: Perspectives from lecturers in a University in Indonesia (Nurmala Elmin Simbolon)


Nurmala Elmin SimbolonPontianak State Polytechnic (POLNEP), West Borneo, Indonesia

Partial English instruction in English-medium instruction (EMI) practice: Perspectives from lecturers in a University in Indonesia

Abstract: English-Medium Instruction (EMI) is increasingly used as a communication tool in many international contexts. It is part of a global move towards the internationalisation of higher education. Many Indonesian universities have adopted this practice. This case study examined the lecturers’ perspectives on EMI practice in an Indonesian university. It involved groups and five individual interviews, and two EMI teaching classrooms. Interview data were analysed thematically using Nvivo; multimodal analysis was used to analyse the audio-visual data. The latter is an approach used to examine how multimodal resources (non-linguistic and linguistic choices) were used to create meaning for communicative purposes. Findings indicated that both lecturers investigated in the classroom observations used English (L2) and Indonesian (L1) in their classrooms, but each used the L1 in significantly different ways. One lecturer used translation in almost every part of the teaching sections (greetings, explaining, giving exercises); the other teacher code-switched the languages less frequently. These distinct practices can be seen as a result of the lecturers’ different understanding of EMI and of the course characteristics (one was Mathematics and the other was Quality Management Systems). This paper concludes with some practical recommendations for specific types of training for these lecturers if EMI practice is to be successful.

Keywords: EMI; content and language integrated learning (CLIL); code-switching; multimodal analysis (MMA); teacher training...

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