engleski

Language in EMI as a motivating factor, perceived barrier and essential prerequisite

Today’s internationalisation of European higher education, prompted by political and economic unification, the Bologna Process and the creation of the European Higher Education Area, is closely interrelated with the growing dominance of English in academia, and Englishmedium instruction (EMI). Consequently, in the last thirty years, non-English-speaking countries have witnessed an increase in English- taught programmes offered alongside programmes in national languages. In Croatia, discussions on internationalisation have emphasised the importance of increasing visibility, attracting an international student body and introducing EMI. However, only recently has systematic effort been made to promote EMI through several projects and teacher language development programmes. In this paper, EMI is considered as a glocal enterprise in which local academic (linguistic) issues are analysed against the backdrop of the global higher education landscape. The aim of the study is to provide a holistic and critical understanding of EMI by drawing on theoretical and empirical insights gained via different research methods – questionnaires, interviews and classroom observation – from two academic communities, one of which is involved in EMI. Specifically, it discusses the perceived and experienced benefits and challenges posed by EMI, its linguistic and pedagogical implications, as well as the measures that should be taken to respond to the challenges and lay the foundation for sustainable quality assurance. The topic of language permeates the whole study, in particular, that of inadequate language proficiency, which has been identified as a key challenge of EMI and a barrier to English-taught programmes. Equally important are the paradoxes between perceptions and expectations regarding English language competences and outcomes, and the use of English and translanguaging in class. Given these points, improvement in language command is regarded as the chief advantage of and reason for participating in EMI, while language support is the main precondition for an effective realisation of EMI. Finally, the paper enquires into how local programmes of (language) support could take on a global reach and be globally applicable for context-specific problem solving in higher education, and examines how national and international project activities and outcomes, such as EMI teacher training, are beneficial for improving the overall quality of English-taught programmes.

English-medium instruction ; language ; language support

nije evidentirano