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Shifting Towards English Medium Instruction in Higher Education: Teacher Perceptions

Shifting Towards English Medium Instruction in Higher Education: Teacher Perceptions

Jolita Horbacauskiene, Evelina Jaleniauskiene
Copyright: © 2020 |Pages: 17
ISBN13: 9781799832669|ISBN10: 179983266X|ISBN13 Softcover: 9781799832676|EISBN13: 9781799832683
DOI: 10.4018/978-1-7998-3266-9.ch004
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MLA

Horbacauskiene, Jolita, and Evelina Jaleniauskiene. "Shifting Towards English Medium Instruction in Higher Education: Teacher Perceptions." Examining Content and Language Integrated Learning (CLIL) Theories and Practices, edited by Liudmila Khalyapina, IGI Global, 2020, pp. 62-78. https://doi.org/10.4018/978-1-7998-3266-9.ch004

APA

Horbacauskiene, J. & Jaleniauskiene, E. (2020). Shifting Towards English Medium Instruction in Higher Education: Teacher Perceptions. In L. Khalyapina (Ed.), Examining Content and Language Integrated Learning (CLIL) Theories and Practices (pp. 62-78). IGI Global. https://doi.org/10.4018/978-1-7998-3266-9.ch004

Chicago

Horbacauskiene, Jolita, and Evelina Jaleniauskiene. "Shifting Towards English Medium Instruction in Higher Education: Teacher Perceptions." In Examining Content and Language Integrated Learning (CLIL) Theories and Practices, edited by Liudmila Khalyapina, 62-78. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3266-9.ch004

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Abstract

In higher education (HE), the emerging global phenomenon of English medium instruction (EMI) has brought huge opportunities for both students and teaching staff as universities are increasing the number of English-medium programmes. A number of studies have been conducted to explore EMI policies and practices, implications for pedagogy, as well as challenges for educators and students, including learners' academic skills, learning styles, level of content knowledge, academic practices, and varying ethical standards. Some issues under analysis are considered to be the main problematic questions faced in multilingual and multicultural classrooms. As noted by Dearden, the change in the learning and teaching language may deeply affect not only students but teachers as well. The current study seeks to answer the research questions of how university teachers conceptualize EMI and what possibilities and challenges this practice offers.

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