The Practice of English as a Medium of Instruction (EMI) Around the World

Foreword
Contents
Editor and Contributors
Abbreviations
Introduction
	1 Aims of the Book
	2 Methodology
	3 Organisation of the Book
	4 Who Is This Book For?
	Reference
The Practice of EMI Around the World: An Overview
	1 Introduction
	2 Terminology
	3 Why EMI?
	4 Challenges of EMI
	5 Conclusion
	References
EMI in Sub-Saharan Africa
	1 Introduction
	2 Background
		2.1 An Overview of Selected Sub-Saharan African Countries’ Language of Instruction Policies and Teacher Training
	3 The Study
		3.1 Research Methodology and Design
		3.2 Sampling
		3.3 Data Generation Methods
		3.4 Data Analysis
		3.5 Ethical Considerations
	4 Results and Discussion
		4.1 Reasons for Working in an EMI Environment: Lecturers and Teachers
		4.2 Advantages of Working in EMI Environment: Lecturers and Teachers
		4.3 Perceived Difficulties: Lecturers and Teachers
		4.4 Recommendations for Addressing Difficulties: Lecturers and Teachers
		4.5 Student’s Reasons for Studying in an EMI Environment
		4.6 Advantages of Studying in This Environment: Students
		4.7 Difficulties Experienced in This Environment: Students
		4.8 Recommendations for Addressing the Difficulties: Students
	5 Implications
	6 Suggestions for Further Research
	7 Conclusion
	References
EMI in the Middle East
	1 Introduction
	2 Previous Research on EMI in the Middle East
		2.1 The Fertile Crescent (Israel, Palestine, Lebanon, Jordan, Syria, Iraq, Iran)
		2.2 The Arabian Peninsula (Qatar, Saudi Arabia, Bahrain, Kuwait, UAE, Oman, Yemen)
		2.3 South Caucasia (Azerbaijan, Georgia, Armenia)
		2.4 Anatolia (Turkey and North Cyprus)
	3 The Study
	4 Results and Discussion
	5 Implications
	6 Suggestions for Further Research
	7 Conclusion
	References
EMI in North Africa
	1 Introduction
	2 Contextual Background of English as a Medium of Instruction in North Africa
	3 The Study
		3.1 Study Design
		3.2 Sampling and Data Collection
		3.3 İnstruments
		3.4 Data Analysis
	4 Results
		4.1 Reasons for Choosing an EMI System for Studying/Teaching
		4.2 Advantages of Studying/Teaching in an EMI System
		4.3 Difficulties of Studying/Teaching in an EMI System
		4.4 Recommendations to Address the Difficulties
	5 Discussion and Implications
	6 Suggestions for Further Research
	7 Conclusion
	Appendix
		Teacher Survey
		Student Survey
	References
EMI in Western and Southern Europe
	1 Introduction
	2 Overview of Previous Research
		2.1 EMI Programs in Western and Southern Europe
		2.2 Focus on the Lecturer
		2.3 Focus on the Student
		2.4 Focus on the Institution and Its Policy
		2.5 Microlevel Studies and Projects Involving Institutions from Western and Southern Europe
	3 The Study
		3.1 Methods
	4 Results
		4.1 RQ1/Teachers: Rationale for Teaching in EMI Programs
		4.2 RQ2/Teachers: Advantages
		4.3 RQ3/Teachers: Difficulties
		4.4 RQ4/Teachers: Recommendations
		4.5 RQ1/Students: Rationales for Studying in EMI Programs
		4.6 RQ2/Students: Advantages
		4.7 RQ3/Students: Difficulties
		4.8 RQ4/Students: Recommendations
	5 Discussion and Implications
	6 Conclusion and Suggestions for Further Research
	References
EMI in Central Asia
	1 Introduction
	2 Policies and Implementation of EMI in Central Asia
		2.1 Kazakhstan
		2.2 Tajikistan
		2.3 Turkmenistan
		2.4 Uzbekistan
		2.5 Kyrgyzstan
	3 The Study
	4 Findings
		4.1 Participants’ Motives for Studying/Teaching in an EMI Environment
		4.2 Advantages of Studying/Teaching in an EMI Environment
		4.3 The Challenges of Studying/Teaching Science Subjects in English and Participants’ Strategies
	5 Discussion and Implications
	6 Conclusion and Suggestions for Further Research
	References
EMI in South-East Asia
	1 Introduction
		1.1 Literature Review
	2 The Study
	3 Results and Discussion
		3.1 Reasons for Working in the EMI Environment (Lecturers)
	4 Advantages for Working in an EMI Environment (Lecturers)
		4.1 Developing Teachers’ and Students’ English Competence
	5 Perceived Difficulties (Lecturers)
		5.1 Lecturers’ English Proficiency
	6 Recommendations for Addressing Difficulties (Lecturers)
		6.1 Disciplinary Support, Professional Development on Effective Language-Supportive Pedagogies and Support in Terms of Glossaries, or Study Aids
	7 Reasons for Studying in an EMI Environment (Students)
		7.1 Developing English Skills
	8 Advantages of Studying in this Environment (Students)
		8.1 Future Employability
	9 Difficulties Experienced in this Environment (Students)
		9.1 Command of English
		9.2 Comprehension of Lessons
		9.3 Perceptions About the Use of English
	10 Recommendations for Addressing the Difficulties (Students)
	11 Implications
	12 Suggestions for Further Research
	13 Conclusions
	References
EMI in Latin America
	1 Introduction
	2 EMI in Latin America
		2.1 Argentina
		2.2 Brazil
		2.3 Chile
		2.4 Colombia
		2.5 Mexico
		2.6 Evaluation of Existing Research
	3 The Study
		3.1 Participants and Data Generation
		3.2 Ethics
		3.3 Data Analysis
	4 Findings
		4.1 Teachers’ Perspectives
		4.2 Students’ Perspectives
	5 Discussion and Implications
		5.1 How do Teachers and Students Working in EMI Courses in Latin America Experience the Implementation of EMI in their Contexts?
		5.2 What Opportunities and Challenges in the Implementation of EMI are Perceived by Teachers and Students?
		5.3 How do Teachers and Students Believe that Potential Difficulties Emerging from EMI Instruction in their Contexts Should be Addressed?
		5.4 To What Extent has EMI been Successful in Latin America?
	6 Conclusion and Suggestions for Further Study
	References
EMI in Central and Eastern Europe
	1 Introduction
	2 Contexts in Focus, Selected Policies, Practices and Research Projects
	3 The Study
	4 Results
		4.1 Students’ Responses
		4.2 Teachers’ Responses
	5 Discussion
	6 Implications
	7 Suggestions for Further Research
	8 Conclusion
	References
EMI in East Asia
	1 Introduction
	2 Previous Studies in East Asia
		2.1 EMI in China
		2.2 EMI in Korea
		2.3 EMI in Mongolia and Eastern Russia
		2.4 EMI in Japan
	3 The Study
		3.1 Methodology
	4 Results
		4.1 Students’ Perspectives
		4.2 Results: Instructors’ Perspectives
	5 Discussion: Chasing Two Hares and Getting None
	6 Implications
	7 Suggestions for Further Research and Conclusion
	References
EMI in South Asia
	1 Introduction
	2 EMI – Country Profiles
		2.1 EMI in Afghanistan
		2.2 EMI in Bangladesh
		2.3 EMI in Bhutan
		2.4 EMI in India
		2.5 EMI in the Maldives
		2.6 EMI in Nepal
		2.7 EMI in Pakistan
		2.8 EMI in Sri Lanka
	3 Studies on Perceptions and Perspectives on EMI in İndia and Sri Lanka
	4 Summary of Responses
		4.1 Reasons for Joining EMI Environments
		4.2 Advantages of EMI
		4.3 Challenges of EMI
		4.4 Suggestions for Addressing the Challenges
	5 Discussion of Findings from This Study
	6 Insights and Implications
	7 Suggestions for Further Research
	8 Conclusion
	References
EMI in the Nordic and Baltic Countries
	1 Introduction
	2 Previous Literature
	3 The Study
	4 Results
		4.1 Teacher’ Responses
		4.2 Students’ Responses
	5 Discussion
	6 Implications and directions for further research
	7 Conclusion
	References
The Practice of EMI Around the World: A Metaview
	1 Introduction
	2 Literature Review
	3 Methodology
	4 Results
		4.1 Motivations of Policies of Governments and Institutions
		4.2 Motivations from the Teachers’ Points of View
		4.3 Advantages from the Teachers’ Points of View
		4.4 Challenges Teachers Face
		4.5 Recommendations of Teachers for Better EMI Instruction
		4.6 Strategies Employed by Teachers to Cope with the Challenges
		4.7 Motivations of Learners
		4.8 Advantages of EMI as Perceived by Students
		4.9 Challenges Students Face
		4.10 Students’ Recommendations for Better EMI Education
	5 Discussion and Implications
	6 Conclusion and Suggestions for Further Research
	References