Abstract
In English-Medium Instruction at Higher Education, David Lasagabaster provides a comprehensive analysis of English-medium instruction (EMI) in tertiary level education. The book examines the widespread adoption of EMI in universities globally by addressing both its potential benefits and challenges. As universities increasingly implement EMI programs to attract international talent and enhance their global standing, this timely work synthesizes extensive research to provide critical insights into EMI's implementation, impact, and future directions.
References
- Altbach, P., & Knight, J. (2007). The internationalisation of higher education: Motivations and realities. Journal of Studies in International Education, 11(3–4), 290–305. https://doi.org/10.1177/1028315307303542
- Ball, P., & Lindsay, D. (2013). Language demand and support for English-medium instruction in tertiary education: Learning from the specific context. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at university: Global challenges (pp. 44–61). Multilingual Matters.
- Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English-medium teaching in Korean higher education: Policy debates and reality. Higher Education, 62(4), 431–449. https://doi.org/10.1007/s10734-010-9397-4
- Fortanet-Gómez, I. (2013). CLIL in higher education: Towards a multilingual language policy. Multilingual Matters.
- Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
- O’Dowd, R. (2018). The training and accreditation of teachers for English medium instruction: An overview of practice in European universities. International Journal of Bilingual Education and Bilingualism, 21(5), 553–563. https://doi.org/10.1080/13670050.2018.1491945
- Peng, J.-E., & Xie, X. (2021). English-medium instruction as a pedagogical strategy for the sustainable development of EFL learners in the Chinese context: A meta-analysis of its effectiveness. Sustainability, 13, 5637. https://doi.org/10.3390/su13105637
- Tejada-Sánchez, I., & Molina-Naar, M. (2020). English medium instruction and the internationalisation of higher education in Latin America: A case study from a Colombian university. Latin American Journal of Content & Language Integrated Learning, 13(2), 339–367. https://doi.org/10.5294/laclil.2020.13.2.8
- Wächter, B., & Maiworm, F. (Eds.). (2014). English-taught programmes in European higher education: The state of play in 2014. Lemmens.
Abstract
Yükseköğretimde İngilizce ile Eğitim kitabında David Lasagabaster, yükseköğretimde İngilizce ile eğitimin (EMI) kapsamlı bir analizini sunmaktadır. Kitap, üniversitelerde EMI’nin küresel ölçekte yaygın olarak benimsenmesini, hem potansiyel faydalarını hem de zorluklarını ele alarak incelemektedir. Üniversiteler uluslararası yetenekleri çekmek ve küresel konumlarını güçlendirmek için giderek daha fazla EMI programlarını hayata geçirirken, bu çalışmada EMI’nin uygulanması, etkileri ve gelecekteki yönleri üzerine geniş çaplı araştırmaların sentezi yapılmıştır.
References
- Altbach, P., & Knight, J. (2007). The internationalisation of higher education: Motivations and realities. Journal of Studies in International Education, 11(3–4), 290–305. https://doi.org/10.1177/1028315307303542
- Ball, P., & Lindsay, D. (2013). Language demand and support for English-medium instruction in tertiary education: Learning from the specific context. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at university: Global challenges (pp. 44–61). Multilingual Matters.
- Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English-medium teaching in Korean higher education: Policy debates and reality. Higher Education, 62(4), 431–449. https://doi.org/10.1007/s10734-010-9397-4
- Fortanet-Gómez, I. (2013). CLIL in higher education: Towards a multilingual language policy. Multilingual Matters.
- Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
- O’Dowd, R. (2018). The training and accreditation of teachers for English medium instruction: An overview of practice in European universities. International Journal of Bilingual Education and Bilingualism, 21(5), 553–563. https://doi.org/10.1080/13670050.2018.1491945
- Peng, J.-E., & Xie, X. (2021). English-medium instruction as a pedagogical strategy for the sustainable development of EFL learners in the Chinese context: A meta-analysis of its effectiveness. Sustainability, 13, 5637. https://doi.org/10.3390/su13105637
- Tejada-Sánchez, I., & Molina-Naar, M. (2020). English medium instruction and the internationalisation of higher education in Latin America: A case study from a Colombian university. Latin American Journal of Content & Language Integrated Learning, 13(2), 339–367. https://doi.org/10.5294/laclil.2020.13.2.8
- Wächter, B., & Maiworm, F. (Eds.). (2014). English-taught programmes in European higher education: The state of play in 2014. Lemmens.
Details
| Primary Language | English |
|---|---|
| Subjects | Linguistics (Other) |
| Journal Section | Book Review |
| Authors | |
| Early Pub Date | December 31, 2024 |
| Publication Date | December 31, 2024 |
| Submission Date | December 5, 2024 |
| Acceptance Date | December 23, 2024 |
| Published in Issue | Year 2024 Volume: 12 Issue: 15 |
Mehmet Akif Ersoy University Journal of The Institute of Educational Sciences (MAKÜ-EBED) is a national, peer-reviewed, and scientific journal that aims to contribute to science by sharing developments in educational sciences, field education, and teacher training both in Turkey and worldwide on a scientific platform. Our journal is published online once a year, and all articles are offered as open access.