Naslov
Necessary prerequisites for the effective implementation of English-medium instruction: A case study

Autori
Drljača Margić, Branka ; Velčić Janjetić, Elisa

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Meaning in Language – From Individual to Collective (Knjižica sažetaka) / Matešić, Mihaela ; Nigoević, Magdalena - Rijeka : Srednja Europa ; Hrvatsko društvo za primijenjenu lingvistiku (HDPL), 2019, 34-34

ISBN
978-953-8281-00-6

Skup
XXXIII. međunarodni znanstveni skup HDPL-a "Značenje u jeziku – od individualnoga do kolektivnoga"

Mjesto i datum
Rijeka, Hrvatska, 16.05.2019. - 18.05.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
English-medium instruction, university teachers, (language) prerequisites

Sažetak
The present study draws on the notion that the successful implementation of English-medium instruction (EMI) in higher education depends on three key factors: a) meeting certain conditions, such as adequate funding and organisation, b) teaching staff commitment, and c) staff members’ (linguistic) competences (cf. Drljača Margić and Vodopija-Krstanović 2017 ; Mellion 2008). The authors enquire not only into the presence of these factors but also into the perception of their fulfilment. The data were collected by means of a questionnaire, comprising open- and closed- ended questions, conducted with 72 teachers at the Faculty of Engineering in Rijeka (FER), Croatia, as well as five individual semi-structured interviews, carried out with the members of FER management. The findings indicate that the majority of the teachers and the management welcome this educational innovation and consider its introduction to be feasible. The management believes, unlike the majority of the faculty, that the problems anticipated by the teachers, such as work overload and lack of finances for hiring new staff, would be solved through the revenues obtained from relevant projects and tuition fees. Regarding the teachers’ commitment, more than half are willing to hold classes in English ; however, it is believed that a better flow of information and institutional support would enhance teachers’ inclination to invest extra time and effort in classes and in their professional advancement. As for language competences, despite high levels of self-assessment, the majority expect language assistance from their institution. The teachers also expect the introduction of a language-in- education policy which would sustain an equitable balance between foreign languages and the national language in higher education. It is argued that if a higher education institution wants to capitalise on the benefits of EMI, it should take a responsible approach to its adoption, involving meeting certain prerequisites, providing language support and ensuring quality assurance. Key

Izvorni jezik
Engleski

Znanstvena područja
Filologija

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