English as a medium of instruction
The growth of EMI as a global phenomenon
Globally, EMI has been spreading out over tertiary education of both private and public universities over 55 countries across the world, including the universities in Netherlands, Brazil, South Africa, Japan and Vietnam. However, it seems that the private institutions are more likely to be allowed to exploit EMI than the public institutions.
Official policies and statement on EMI
Currently, there are 27 countries around the world hold the official policies and statement on EMI. Interestingly, each country has their own reasons to practise EMI: the significant rational decisions of the use of EMI are shared some common goals. Notwithstanding its versatility, possibly, …show more content…
To illustrate the point, considerable uncertainty remains about EMI due to financial issues. In some country, the public view that EMI is limited to implement in a rich school only. The public are still uncertain of students’ need for EMI— it remains to be seen whether or not EMI is the need of the students. Moreover, the English language proficiency of teachers is another issue to be concerned. The old teachers are not have sufficient English language proficiency to use teach contents via EMI. To be able to fully understand the contents in EMI classes, home students need to meet many requirements of learning through EMI. What is more, the public have gained awareness of complexity of the use of EMI. Thus, EMI is so far, beyond doubt, rejected by the teachers. Likewise, EMI is widely use in some country in Asian. As you may expect that the controversy must be existed, certainly, it is occurred that students’ intellectual capacity while learning subjects through EMI is a common controversy over EMI. Another interesting point to mention is that some public in Europe have the controversy about the assessment and standardisation of English level in higher education setting. It seems to be difficult to judge what level of English of students is required for …show more content…
In terms of linguistic competence, to be able to use English to teach content subjects at a university setting, the English skill of teachers should meet a minimum requirement of English proficiency level. The possible reason for that requirement could link to a routine that the teacher should do in EMI. That is, it is important for the teacher to have the capacity to clarify difficult concepts as well as the skill to produce classroom interactions. Hence, these are the utmost significant routines of EMI teachers. Nevertheless, not many EMI teachers believe that they are able to assist students in improving their English. Implicitly, the students are able to absorb English through EMI since EMI is a brand new means of authentic language leaning in the classroom. Also, the students could increase communication skills by interacting with people from diverse cultures. In terms of pedagogical competence, instructing students in content subjects through EMI is the way to transform a teacher-centred approach into a reciprocal teaching approach. Therefore, that means EMI is not about translating contents from teaching materials in L1 into L2. Conceivably, that is why there are insufficient for qualified EMI teachers. This is a view echoed by 83 per cent of respondents on a lack of EMI teachers. So we shall turn to an insufficiency of
The growth of EMI as a global phenomenon
Globally, EMI has been spreading out over tertiary education of both private and public universities over 55 countries across the world, including the universities in Netherlands, Brazil, South Africa, Japan and Vietnam. However, it seems that the private institutions are more likely to be allowed to exploit EMI than the public institutions.
Official policies and statement on EMI
Currently, there are 27 countries around the world hold the official policies and statement on EMI. Interestingly, each country has their own reasons to practise EMI: the significant rational decisions of the use of EMI are shared some common goals. Notwithstanding its versatility, possibly, …show more content…
To illustrate the point, considerable uncertainty remains about EMI due to financial issues. In some country, the public view that EMI is limited to implement in a rich school only. The public are still uncertain of students’ need for EMI— it remains to be seen whether or not EMI is the need of the students. Moreover, the English language proficiency of teachers is another issue to be concerned. The old teachers are not have sufficient English language proficiency to use teach contents via EMI. To be able to fully understand the contents in EMI classes, home students need to meet many requirements of learning through EMI. What is more, the public have gained awareness of complexity of the use of EMI. Thus, EMI is so far, beyond doubt, rejected by the teachers. Likewise, EMI is widely use in some country in Asian. As you may expect that the controversy must be existed, certainly, it is occurred that students’ intellectual capacity while learning subjects through EMI is a common controversy over EMI. Another interesting point to mention is that some public in Europe have the controversy about the assessment and standardisation of English level in higher education setting. It seems to be difficult to judge what level of English of students is required for …show more content…
In terms of linguistic competence, to be able to use English to teach content subjects at a university setting, the English skill of teachers should meet a minimum requirement of English proficiency level. The possible reason for that requirement could link to a routine that the teacher should do in EMI. That is, it is important for the teacher to have the capacity to clarify difficult concepts as well as the skill to produce classroom interactions. Hence, these are the utmost significant routines of EMI teachers. Nevertheless, not many EMI teachers believe that they are able to assist students in improving their English. Implicitly, the students are able to absorb English through EMI since EMI is a brand new means of authentic language leaning in the classroom. Also, the students could increase communication skills by interacting with people from diverse cultures. In terms of pedagogical competence, instructing students in content subjects through EMI is the way to transform a teacher-centred approach into a reciprocal teaching approach. Therefore, that means EMI is not about translating contents from teaching materials in L1 into L2. Conceivably, that is why there are insufficient for qualified EMI teachers. This is a view echoed by 83 per cent of respondents on a lack of EMI teachers. So we shall turn to an insufficiency of