DMY1230-
Current Issues in TESOL
2324
Input for Question
Two on EMI
Word Count: 1273
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Trung Kien Pham
U2288406
Question 2: When deciding on an EMI (English as a Medium of Instruction) education policy at higher
education level, what are the most important conditions that must be considered so that EMI can be
efficiently implemented? Which arguments from literature can support your choices? Can you give
examples from different contexts/ countries?
English as a Medium of Instruction (EMI) has become a prevalent phenomenon in higher education,
reflecting the increasing globalization of academia. However, implementing EMI policies necessitates
careful consideration of various conditions to ensure effectiveness. This essay explores two crucial
factors, namely the language proficiency of both instructors and students and the adaptation of the
institutional commitment and a supportive policy framework, that must be taken into account when
deciding on an EMI education policy at the higher education level, drawing insights from existing
literature and examining examples from different global contexts.
First and foremost, a fundamental condition for the successful implementation of EMI is ensuring the
language proficiency of both instructors and students. This condition is crucial because effective
communication in the academic context involves not only the transmission of subject matter but also
the nuanced use of language to convey complex ideas, foster critical thinking, and facilitate meaningful
academic discourse (Macaro, 2018). This idea is further supported by Rose et al. (2020), whose work
focused on underlining the significance of language competence in the success of EMI programs through
analyzed test, questionnaire, and follow-up interview data from 146 students from an EMI business
program at a Japanese university. Rose’s results indicates that effective communication in an academic
setting demands a command of the language that goes beyond basic proficiency, with instructors being
to be able to articulate concepts clearly, engaging students in discussions, and providing comprehensive
explanations. Such indication shares alignments with another study of Coleman (2006), who looked at
the spread of English-medium teaching in European universities. According to the study, similarly to the
instructor, students are required to possess the necessary language skills to comprehend lectures,
actively participate in class discussions, and express their thoughts coherently in both spoken and
written forms.
An example of a case study in Turkey provides a brief illustration of an unsuccessful implementation of
EMI due to the lack of language proficiency of both instructors and students. In detail, the
implementation has been reported to be “reversed” in state schools due to students making poor
progress in different English-applied subjects, as well as the lack of English abilities among teachers
(Dearden, 2014). In terms of the learners, students arriving in the preparatory year (first year of the
university) have shown to have a low level of English, with several cases of only CEFR (Common
European Framework of Reference) A2 level. As a result, learners often lack the ability to assimilate
concepts, resulting in a lack of understanding of the subject studied. Meanwhile, respondents in Turkey
claimed that up to 20% of public-school English instructors only possess an CEFR A2 language level and
noted that, while there is a standardized civil service exam that includes English, no independent
evaluation of teachers' English language competence exists.
With a slight contrast to the case in Turkey, the example of Sweden has illustrated how investing in
language training for both faculty and students contributes to a more successful implementation of EMI.
According to Kuteeva (2018), it was observed that the country Sweden, in its adoption of EMI policies,
has recognized the importance of addressing potential language barriers. The country hence made
strategic investments in language training programs for both instructors and students, with programs
designed not only to enhance basic language proficiency but also to develop the specific academic
language skills required for successful engagement in higher education (Bolton and Kuteeva, 2012).
Additionally, Swedish faculty members are reported to undergo targeted language training to ensure
that they could navigate the academic discourse in English seamlessly. This act aims to ensure their
capacity to convey complex concepts, foster critical thinking, and provide nuanced explanations—all
essential elements of quality higher education. As a result, outstanding results have been recorded, such
as the country’s substantial increase in the number of EMI programs (Wächter and Maiworm, 2014) and
near-top general proficiency in English rank (#6 in the world, EF English Proficiency Index, 2023).
Secondly, another critical consideration is the adaptation of the institutional commitment and a
supportive policy framework. The proposed idea was drawn from the recent rising in the number of
English-medium instruction (EMI) courses among several English as a Foreign Language universities.
However, this number does not reflect the successful implementation of EMI but rather focuses on how
these courses were opened regardless of their students’ preparedness for them (Chang et al., 2017).
This has unfortunately led to several difficulties in the overall development of students and lecturers (Hu
and Lei, 2014).
To begin, this commitment is not only crucial for initiating EMI programs but also for sustaining them
over time. The work of Coleman (2006) emphasizes the significance of top-down support, indicating that
a favorable environment at the institutional and policy levels is indispensable for the effective
incorporation of EMI. In detail, institutional commitment involves a dedication from universities and
educational institutions to embrace EMI as a legitimate and valuable mode of instruction (Ha & Ngoc,
2020). This commitment manifests in several ways, including the allocation of resources for language
training, the establishment of support structures, and the development of a culture that values linguistic
diversity. Coleman's (2006) research underscores that without a genuine commitment from institutions,
EMI initiatives are more likely to face challenges related to implementation and sustainability.
Singapore, as an exemplary case, provides insights into how strategic policies and strong institutional
backing have contributed to the successful integration of EMI in higher education, as highlighted by
Bolton et al. (2017). In the case of Singapore, the commitment to EMI is evident in the deliberate efforts
made by educational institutions and the Singapore government to create an environment conducive to
English-medium instruction (Lim, 2016). Since the mid-1980s, the Singapore government has
encouraged and enforced the use of English as the only official medium of instruction at all levels of
education. In today’s context of Singapore, English is viewed as a “major teaching medium at all levels of
education,” even frequently used for formal lecturing such as seminars and laboratory sessions (Bolton
et al., 2017). As a result, Singapore has earned an outstanding overall rank in the EF English Proficiency
Index (second in the world, EF English Proficiency Index, 2023).
Finally, a supportive policy framework is essential for providing a structured and coherent foundation for
EMI initiatives. Policies that explicitly endorse EMI as a valid instructional approach signal a commitment
at the national level (Rose et al., 2020). As such, these policies can address issues such as language
standards, teacher qualifications, and the integration of EMI within broader educational goals. Coleman
(2006) has also highlighted that a lack of policy support can hinder the successful implementation of
EMI, emphasizing the need for a clear and supportive regulatory environment.
Similarly, Singapore stands out as an exemplary case where the government's strategic policies have
played a decisive role in the successful incorporation of EMI in higher education Bolton et al. (2017). In
detail, Bolton et al. (2017) have discussed how Singapore has strategically positioned itself as a global
education hub, and part of this strategy involves promoting English as the medium of instruction.
Government policies have facilitated the recruitment of international faculty, the development of
English-language programs, and the establishment of collaborative initiatives with global educational
institutions.
In conclusion, successful EMI implementation requires a comprehensive approach that addresses
instructional resources, teacher training, and language proficiency. Real-world examples from both
unsuccessful and successful cases have emphasized the need for a comprehensive strategy that
considers the diverse challenges and opportunities associated with EMI in higher education. As the trend
of EMI continues to shape global education, careful consideration of these conditions will be beneficial
for the overall success of the implementation.
Reference
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