Uncovering English-Medium Instruction

Glocal Issues in Higher Education

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Adult & Continuing Education, Study Aids, ESL, Foreign Languages
Cover of the book Uncovering English-Medium Instruction by Irena Vodopija-Krstanovic, Branka Drljaca Margic, Peter Lang
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Author: Irena Vodopija-Krstanovic, Branka Drljaca Margic ISBN: 9781787071902
Publisher: Peter Lang Publication: March 27, 2017
Imprint: Peter Lang Ltd, International Academic Publishers Language: English
Author: Irena Vodopija-Krstanovic, Branka Drljaca Margic
ISBN: 9781787071902
Publisher: Peter Lang
Publication: March 27, 2017
Imprint: Peter Lang Ltd, International Academic Publishers
Language: English

English-medium instruction (EMI) is a complex educational innovation and a prerequisite for active participation in the process of internationalizing academia. Given its impact on today’s universities, it is crucial that EMI should be effectively and responsibly implemented.

This book draws on a range of theoretical and empirical insights to explore the implications of EMI for stakeholders and describe the measures that should be taken to capitalize on its strengths and respond to its challenges. Using questionnaires, interviews and classroom observation, the authors investigate two academic communities – one that has undertaken instruction in English and one that has not – to weave together teacher and student attitudes, experiences, expectations and needs, along with comparative findings from classroom practice in Croatian and English.

By analysing EMI in a local academic context against the backdrop of the global higher education landscape, this book offers a glocal perspective and opens up new avenues for reflection and action that will be relevant to
educational institutions undergoing change.

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English-medium instruction (EMI) is a complex educational innovation and a prerequisite for active participation in the process of internationalizing academia. Given its impact on today’s universities, it is crucial that EMI should be effectively and responsibly implemented.

This book draws on a range of theoretical and empirical insights to explore the implications of EMI for stakeholders and describe the measures that should be taken to capitalize on its strengths and respond to its challenges. Using questionnaires, interviews and classroom observation, the authors investigate two academic communities – one that has undertaken instruction in English and one that has not – to weave together teacher and student attitudes, experiences, expectations and needs, along with comparative findings from classroom practice in Croatian and English.

By analysing EMI in a local academic context against the backdrop of the global higher education landscape, this book offers a glocal perspective and opens up new avenues for reflection and action that will be relevant to
educational institutions undergoing change.

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