English Medium Instruction In Turkish Universities

In response to the growing use of English as an international language, the number of English-medium instruction (EMI) programs in higher education has increased. However, decisions to implement EMI programs are often made through top-down policymaking processes with little consideration for the educational issues surrounding language policy changes. This book examines the variation with which EMI is implemented at universities in Turkey through a multilevel empirical investigation of policies, practices, and perceptions. In addition to providing a sociohistorical overview of EMI in Turkey, the book draws on a dataset that includes policy documents, classroom observations, interviews with teachers, and focus group discussions with students. Despite national policies which envision a "one-language-at-a-time" model of EMI education, this book argues that EMI is neither English-only nor English-always in practice. By highlighting the variation with which EMI is implemented at and across Turkish universities, this study illustrates the need for more comprehensive EMI policies and processes aimed at integrating content and language learning in higher education. Implications are discussed with respect to policy planning, program development, and pedagogical support and will be relevant for researchers and postgraduate research students interested in EMI, particularly in the Turkish context.

This book examines the phenomenon of English Medium Instruction (EMI) in Turkish higher education, using research-based findings and review-based discussions with a critical focus on diverse aspects of EMI. Particularly, it addresses issues under four major themes: EMI policy and the macro level context, teaching practices in EMI, learning experiences in EMI and future directions for EMI in Turkey. English as the Medium of Instruction in Turkish Higher Education: Policy, Practice in Action and Future Directions comprehensively examines the EMI phenomenon by taking Turkey as a case study and it exclusively explores existing issues against different conceptual frameworks and theoretical foundations. It also explores novel issues around EMI, such as EMI assessment, EMI classroom interaction, and technology-enhanced EMI teacher training. Written by established experts in the field, this volume will be of particular interest to scholars of English for Academic Purposes, English Medium Instruction and Applied Linguistics as well as postgraduate students of Applied Linguistics, English as a Lingua Franca, English for Academic Purposes, and language and education policy. The book might also appeal to policy makers both in Turkey and in international education seeking blueprints to align their avowed principles and ground realities for purposes of effective practices.

This book examines the phenomenon of English Medium Instruction (EMI) in Turkish higher education, using research-based findings and review-based discussions with a critical focus on diverse aspects of EMI. Particularly, it addresses issues under four major themes: EMI policy and the macro level context, teaching practices in EMI, learning experiences in EMI and future directions for EMI in Turkey. English as the Medium of Instruction in Turkish Higher Education: Policy, Practice in Action and Future Directions comprehensively examines the EMI phenomenon by taking Turkey as a case study and it exclusively explores existing issues against different conceptual frameworks and theoretical foundations. It also explores novel issues around EMI, such as EMI assessment, EMI classroom interaction, and technology-enhanced EMI teacher training. Written by established experts in the field, this volume will be of particular interest to scholars of English for Academic Purposes, English Medium Instruction and Applied Linguistics as well as postgraduate students of Applied Linguistics, English as a Lingua Franca, English for Academic Purposes, and language and education policy. The book might also appeal to policy makers both in Turkey and in international education seeking blueprints to align their avowed principles and ground realities for purposes of effective practices.

Ernesto Macaro brings together a wealth of research on the rapidly expanding phenomenon of English Medium Instruction. Against a backdrop of theory, policy documents, and examples of practice, he weaves together research in both secondary and tertiary education, with a particular focus on the key stakeholders involved in EMI: the teachers and the students. Whilst acknowledging that the momentum of EMI is unlikely to be diminished, and identifying its potential benefits, the author raises questions about the ways it has been introduced and developed, and explores how we can arrive at a true cost–benefit analysis of its future impact. “This state-of-the-art monograph presents a wide-ranging, multi-perspectival yet coherent overview of research, policy, and practice of English Medium Instruction around the globe. It gives a thorough, in-depth, and thought-provoking treatment of an educational phenomenon that is spreading on an unprecedented scale.” Guangwei Hu, National Institute of Education, Singapore Additional online resources are available at www.oup.com/elt/teacher/emi Ernesto Macaro is Professor of Applied Linguistics at the University of Oxford and is the founding Director of the Centre for Research and Development on English Medium Instruction at the university. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman

This volume provides a focused account of English Medium Instruction (EMI) in European higher education, considering issues of ideologies, policies, and practices. This is an essential book for academics, students, policy makers, and educators directly or indirectly implicated in the internationalization of European higher education.

This Handbook discusses the theoretical and disciplinary background to the study of English-medium instruction (EMI) in higher education worldwide. It highlights issues relating to EMI pedagogy, varying motivations for EMI education, and the delivery of EMI in diverse contexts across the world. The spread of English as a teaching medium and the lingua franca of the academic world has been the subject of various debates in recent years on the perceived hegemony of the English language and the ‘domain loss’ of non-English languages in academic communication. Encompassing a wide range of contributions to the field of EMI, the chapters of this Handbook are arranged in four distinct parts: Part I provides an overview of English-medium instruction in higher education worldwide; Part II focusses on EMI in Europe; Part III on EMI in the Middle East, North Africa, and Sub-Saharan Africa; and Part IV on EMI in the Asian region. The overall scope and level of expertise of this Handbook provides an unrivalled overview of this field of education. It serves as an essential reference for many courses dealing with applied linguistics, English language education, multilingualism, sociolinguistics, and related subjects at many levels of education, including Master’s and PhD-level studies. This Handbook serves as a valuable edition for university libraries across the world and an essential read for many faculty, undergraduate and postgraduate students, educators, and policymakers.

This book presents a case study of English-Medium Instruction (EMI) implemented by universities in Vietnam, making valuable theoretical, empirical, and methodological contributions to the research in EMI which is currently a popular theme in the field of Higher Education. The importance of internationalization of higher education has been widely recognized by many countries all over the world. The spread of English as an international language has resulted in its crucial role in teaching and learning any disciplines. Globally, higher education in many non-English speaking countries has witnessed rapid expansion of (EMI) which was initiated in Europe, then to Asia and other continents which are featured with “Cultural Circles” spread in the world. Although there are many publications with the same theme available today, this monograph is unique because it is the first time to examine EMI classroom interaction from the cultural perspective specifically rather than from linguistic or pedagogical perspectives. It is a pioneering attempt to discuss in depth about cultural issues relating to EMI, namely (1) the social-cultural context of EMI classes in higher education; (2) the cultural backgrounds of EMI teachers and learners; and (3) culture interactions between teachers and learners in EMI classrooms. In addition, both quantitative and qualitative methods are employed to collect data from teachers and learners. Finally, a context-based model of EMI is proposed based on findings of this research. As a country within the Confucius Heritage Cultural Circle, Vietnam has been selected for this study because few studies to date are carried out in how EMI is culturally integrated to teaching and learning in the Vietnamese universities. This book is a joint effort by international academics, prepared for established scholars, researchers, educators, and research higher degree students who are interested in higher education, second and foreign language education and EMI teacher training.

This volume provides a focused account of English Medium Instruction (EMI) in European higher education, considering issues of ideologies, policies, and practices. This is an essential book for academics, students, policy makers, and educators directly or indirectly implicated in the internationalization of European higher education.