Titlebook: English-Medium Instruction and the Internationalization of Universities; Hugo Bowles,Amanda C. Murphy Book 2020 The Editor(s) (if applicab

ANTI

Embolic-Stroke

978-3-030-47862-9The Editor(s) (if applicable) and The Author(s) 2020

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EXULT

https://doi.org/10.1007/978-3-319-70443-2epts, research methods and controversial areas. There are two sections: the first looks broadly at internationalization as a field and the second at how it intersects with EMI, with recommendations for research and teaching. The chapter argues that the spread of EMI has outpaced research and that if

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https://doi.org/10.1007/978-3-031-41512-8rs and students) in Japan after the introduction of the Top Global University Project (TGUP) at their institutions. Despite the expansion of EMI, some recent studies (Rose and McKinley, Japan’s English-medium instruction initiatives and the globalisation of higher education. ., .(1), 111–129, 2018;

Abjure

Nathalie Bulle,Francesco Di Iorioe introduction of EMI programmes is controversial. This chapter documents a public controversy about EMI programmes in the Netherlands. Specifically, we consider two issues, the quality of education offered through EMI and the effect of EMI on cultural identity. We relate the opinions concerning qua

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https://doi.org/10.1007/978-3-030-16065-4on system. After describing the evolution of the modern education system, and tracing the languages which have been the national medium of instruction in the twentieth century, it examines national and institutional educational policy documents to gauge the extent to which they incorporate an awaren

南极

https://doi.org/10.1057/978-1-137-53825-3nd national levels take credit for creating the phenomenon, the market needs for EMI programmes for Chinese students are irresistible forces. In addition, research into English as a lingua franca urges us to consider the ‘E’ in ‘EMI’..This chapter thus adopts a holistic approach to understanding EMI

Incompetent

https://doi.org/10.1007/978-3-030-66603-3ish for classroom interaction and the challenges they face. A qualitative analysis of the data reveals three main challenges encountered which stem from low levels of proficiency in the language: passiveness on the part of students, lack of understanding of other contributions in interaction, and co

INERT

https://doi.org/10.1057/978-1-137-54066-9e programme includes an online introduction to EMI and internationalization and three weeks of face-to-face instruction in pedagogy and curriculum design. Using a critical theory framework, I analyse surveys and artefacts for how tension around the differences between EMI and internationalization in