The different faces of English-medium education: The potential of ROAD-MAPPING in comparing sites

Hüttner, Julia and Baker, Will (2023) The different faces of English-medium education: The potential of ROAD-MAPPING in comparing sites. In, Dafouz, Emma and Smit, Ute (eds.) Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING Framework. 1st ed. Routledge, pp. 36-54. (doi:10.4324/9781003193852-3).

Abstract

While research addressing English-medium education (EME) is vibrant, some key questions remain open. Gaps in current research on EME are exacerbated by the paucity of sophisticated tools of comparison. The ROAD-MAPPING framework is suggested as an analytic tool for achieving such a comparison, and this contribution aims at showing how the ROAD-MAPPING framework can be applied in practice and where its potential and limitations lie. Crucially, we address the challenges of comparing findings across EME programmes, especially when the sites in question differ substantially with regard to a number of parameters. In our case, these were the type of EME employed, geographical location, and educational culture(s). Moreover, we aim to address a core issue in EME research; a clear conceptualisation and delimitation of the diverse realisations of EME. This involves an understanding of the complex interface of internationalisation, globalisation and Englishisation with EME and the role of specific geopolitical settings. By drawing on earlier research into three EME programmes, we show how an analysis within ROAD-MAPPING focused on the aspects of RO (Roles of English), and to a lesser extent ING (Internationalisation and Glocalisation), supports arguments in favour of including internationalised, multilingual sites in Anglophone countries under the label of EME.

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Contributors

Author: Will Baker

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