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“We are not the language police”: comparing multilingual EMI programmes in Europe and Asia

“We are not the language police”: comparing multilingual EMI programmes in Europe and Asia
“We are not the language police”: comparing multilingual EMI programmes in Europe and Asia
English medium instruction (EMI) in higher education has rapidly increased over the last decade in Europe and Asia.However, this expansion has far outstripped research and many key questions remain unanswered. This study addresses a number of those questions related to roles and conceptualisations of English and other languages in multilingual university settings. Data is presented from an exploratory mixed‐methods (121 questionnaire responses and 12 interviews with lecturers and students), comparative study of higher education institutes in the UK, Austria and Thailand. Findings showed a move from monolingual orientation sat management level, mixed responses to multilingualism in ideologies and beliefs, to extensive multilingualism and complexity in practices. Furthermore,unexpected similarities between the UK and Thailand as regards language proficiency and content learning were found.
English as an academic lingua franca, English medium instruction,
0802-6106
Baker, William
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10
Huettner, Julia
bb0cd345-6c35-48e1-89f7-a820605aaa2c
Baker, William
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10
Huettner, Julia
bb0cd345-6c35-48e1-89f7-a820605aaa2c

Baker, William and Huettner, Julia (2018) “We are not the language police”: comparing multilingual EMI programmes in Europe and Asia. International Journal of Applied Linguistics. (doi:10.1111/ijal.12246).

Record type: Article

Abstract

English medium instruction (EMI) in higher education has rapidly increased over the last decade in Europe and Asia.However, this expansion has far outstripped research and many key questions remain unanswered. This study addresses a number of those questions related to roles and conceptualisations of English and other languages in multilingual university settings. Data is presented from an exploratory mixed‐methods (121 questionnaire responses and 12 interviews with lecturers and students), comparative study of higher education institutes in the UK, Austria and Thailand. Findings showed a move from monolingual orientation sat management level, mixed responses to multilingualism in ideologies and beliefs, to extensive multilingualism and complexity in practices. Furthermore,unexpected similarities between the UK and Thailand as regards language proficiency and content learning were found.

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Accepted/In Press date: 28 October 2018
e-pub ahead of print date: 18 December 2018
Keywords: English as an academic lingua franca, English medium instruction,

Identifiers

Local EPrints ID: 426849
URI: http://eprints.soton.ac.uk/id/eprint/426849
ISSN: 0802-6106
PURE UUID: f1088c97-e3ff-4858-b0b1-01ddf994dd2b

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Date deposited: 13 Dec 2018 17:30
Last modified: 16 Dec 2019 17:50

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Contributors

Author: William Baker
Author: Julia Huettner

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