Hostname: page-component-745bb68f8f-b6zl4 Total loading time: 0 Render date: 2025-02-03T15:54:42.291Z Has data issue: false hasContentIssue false
  • English
  • Français

English Medium Instruction: What do we know so far and what do we still need to find out?

Published online by Cambridge University Press:  07 April 2022

Ernesto Macaro
Ernesto Macaro*
Affiliation:
University of Oxford, Oxford, UK
*
Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

English Medium Instruction (EMI), as a phenomenon occurring in the non-Anglophone world, has been matched by a growth in research output on the topic and is now an important and established field of study. A great deal of research attention has been devoted to attitudes held by the key stakeholders in this form of education: teachers, students, and policy makers. Yet, there are many other important questions that remain unanswered, the most important of which are: What are the outcomes of this form of instruction? What is the social and economic impact of EMI? How can EMI teachers improve their teaching? And how can learners help themselves to improve their learning?

Type
Plenary Speech
Information
Language Teaching , Volume 55 , Issue 4 , October 2022 , pp. 533 - 546
Check for updates
Copyright
Copyright © The Author(s), 2022. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

Keynote presentation given (remotely) at the Second International Conference on Language Teaching and Learning held at the Education University of Hong Kong on Saturday 19 June 2021.

References

An, J., Macaro, E., & Childs, A. (2021). Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference? System, 98(2). 10.1016/j.system.2021.102482.CrossRefGoogle Scholar
Baker, W., & Hüttner, J. (2017). English and more: A multisite study of roles and conceptualisations of language in English medium multilingual universities from Europe to Asia. Journal of Multilingual and Multicultural Development, 38(6), 501–516.CrossRefGoogle Scholar
Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195–216. doi: doi.org/10.1177/0033688218784371.CrossRefGoogle Scholar
Bradford, A. (2019). It's not all about English! The problem of language foregrounding in English-medium programmes in Japan. Journal of Multilingual and Multicultural Development, 40(8), 707–720. doi: doi.org/10.1080/01434632.2018.1551402.CrossRefGoogle Scholar
Chostelidou, D., & Griva, E. (2014). Measuring the effect of implementing CLIL in higher education: An experimental research project. Prosodia: Social and Behavioural Sciences, 116, 2169–2174. doi: 10.1016/j.sbspro.2014.01.538.Google Scholar
Costa, F. (2012). Focus on form in ICLHE lectures in Italy: Evidence from English-medium science lectures by native speakers of Italian. AILA Review, 25(1), 30–47. doi: doi.org/10.1075/aila.25.03cos.CrossRefGoogle Scholar
Costa, F., & Coleman, J. A. (2013). A survey or English Medium Instruction in Italian higher education. Internationjal Journal of Bilingual Education and Bilingualism, 16(1), 3–19.CrossRefGoogle ScholarPubMed
Dafouz, E., & Mar Camacho-Miñano, M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57–67. doi: 10.1016/j.esp.2016.06.001.CrossRefGoogle Scholar
Dafouz, E., Mar Camacho-Miñano, M., & Urquia, E. (2014). ‘Surely they can't do as well’: A comparison of business students’ academic performance in English-medium and spanish-as-first-language-medium programmes. Language and Education, 28(3), 223–236. doi: 10.1080/09500782.2013.808661.CrossRefGoogle Scholar
Galloway, N., Kriukow, J. & Numajiri, T. (2017). Internationalisation, higher education and the growing demand for English: an investigation into the English medium of instruction (EMI) movement in China and Japan. ELT Research Papers 17.02. The British Council. www.britishcouncil.orgGoogle Scholar
Galloway, N., & Rose, H. (2021). English medium instruction and the English language practitioner. ELT Journal, 75(1), 33–41. doi: 10.1093/elt/ccaa063.CrossRefGoogle Scholar
Galloway, N., & Ruegg, R. (2020). The provision of student support on English Medium instruction programmes in Japan and China. Journal of English for Academic Purposes, 45, doi:10.1016/j.jeap.2020.100846CrossRefGoogle Scholar
Hamid, M. O., Jahan, I., & Islam, M. M. (2013). Medium of instruction policies and language practices, ideologies and institutional divides: Voices of teachers and students in a private university in Bangladesh. Current Issues in Language Planning, 14(1), 144–163. doi: doi.org/10.1080/14664208.2013.771417.CrossRefGoogle Scholar
Hellekjaer, G. O. (2010). Lecture comprehension in English-Medium higher education. Hermes, Journal of Language and Communication Studies, 45, 11–34. doi: 10.7146/hjlcb.v23i45.97343.Google Scholar
Hengsadeekul, C., Koul, R., & Kaewkuekool, S. (2014). Motivational orientation and preference for English-medium programs in Thailand. International Journal of Educational Research, 66, 35–44.CrossRefGoogle Scholar
Lasagabaster, D. (2015). The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism, 13(3), 315–332. doi: doi.org/10.1080/14790718.2015.1105806.CrossRefGoogle Scholar
Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? IRAL, 52(2), 99–126. doi: doi.org/10.1515/iral-2014-0005.CrossRefGoogle Scholar
Lo, Y. Y., & Macaro, E. (2015). Getting used to Content and Language Integrated Learning. What can classroom interaction reveal?. Language Learning Journal, 43, 239–255.CrossRefGoogle Scholar
Macaro, E. (2018). English Medium instruction: Language and content in policy and practice. Oxford University Press.CrossRefGoogle Scholar
Macaro, E. (2020). Exploring the role of language in English Medium instruction. International Journal of Bilingual Education and Bilingualism, 23(3), 266–276. doi: doi.org/10.1080/13670050.2019.1620678.CrossRefGoogle Scholar
Macaro, E., & Akincioglu, M. (2017). Turkish university students’ perceptions about English Medium instruction: Exploring year group, gender and university type as variables. Journal of Multilingual and Multicultural Development, 39(4), 1–15. doi: 10.1080/01434632.2017.1367398.Google Scholar
Macaro, E., Akincioglu, M., & Dearden, J. (2016). English Medium instruction in universities: A collaborative experiment in Turkey. Studies in English Language Teaching, 4(1), 51–76. doi: 10.22158/selt.v4n1p51.CrossRefGoogle Scholar
Macaro, E., Akincioglu, M., & Han, S. (2019a). English Medium instruction in higher education: Teacher perspectives on professional development and certification. International Journal of Applied Linguistics, 30(1). doi: 10.1111/ijal.12272.Google Scholar
Macaro, E., Briggs Baffoe-Djan, J., Rose, H., di Sabato, B., Hughes, B., Cuccurullo, D., Coonan, C. M., Menegale, M., & Bier, A. (2019b). Transition from secondary school CLIL to EMI at university: Initial evidence from research in Italy. Online: British Council.Google Scholar
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018a). A systematic review of English Medium instruction in higher education. Language Teaching, 51(1), 36–76. doi: doi.org/10.1017/S0261444817000350.CrossRefGoogle Scholar
Macaro, E., Sahan, K., & Rose, H. (2021). The profiles of English medium instruction teachers in higher education. International Journal of Applied Linguistics, 31(3), 458–474. doi: 10.1111’ijal.12344.CrossRefGoogle Scholar
Macaro, E., & Tian, L. (2020). Developing EMI teachers through a collaborative research model. International Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2020.1862131CrossRefGoogle Scholar
Macaro, E., Tian, L., & Chu, L. (2018b). First and second language use in English Medium instruction contexts. Language Teaching Research, 24(3), 382–402. doi: doi.org/10.1177/1362168818783231.CrossRefGoogle Scholar
Macaro, E., Vanderplank, R., & Graham, S. (2005). A systematic review of the role of prior knowledge in unidirectional listening comprehension. In Research evidence in education library. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.Google Scholar
Mancho-Barés, G., & Arnó-Macià, E. (2017). EMI lecturer training programmes and academic literacies: A critical insight from ESP. ESP Today, Journal of English for Specific Purposes at Tertiary Level, 5(2), 266–290. doi: 10.18485/esptoday.2017.5.2.7.Google Scholar
Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classrooms. Open University Press.Google Scholar
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL). System, 23(1), 1–23. doi: doi.org/10.1016/0346-251X(94)00047-A.CrossRefGoogle Scholar
Pecorari, D., & Malmström, H. (2018). At the crossroads or TESOL and English Medium instruction. TESOL Quarterly, 52, 497–515. doi: doi.org/10.1002/tesq.470.CrossRefGoogle Scholar
Richards, J. C., & Pun, J. (2021). A typology of English Medium instruction. RELC Journal, doi: 10.1177/003368822096858CrossRefGoogle Scholar
Rogier, D. (2012). The effects of English-medium instruction on language proficiency of students enrolled in higher education in the UAE (Doctoral dissertation). University of Exeter, UK https://ore.exeter.ac.uk/repository/bitstream/handle/10036/4482/RogierD.pdf?sequence=2Google Scholar
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463–496. doi: doi.org/10.1111/1467-9922.00232.CrossRefGoogle Scholar
Vu, N. T. T., & Burns, A. (2014). English as a medium of instruction: Challenges for Vietnamese tertiary lecturers. The Journal of Asia TEFL, 11(3), 1–31.Google Scholar
Wang, Y., Yu, S., & Shao, Y. (2018). The experiences of Chinese mainland students with English-medium instruction in a Macau university. Educational Studies, 44(3), 357–360. doi:10.1080/03055698.2017.1373635CrossRefGoogle Scholar
Zaif, F., Aydin Karapinar, A., & Eksi, G. Y. (2017). A comparative study on the effectiveness of English-medium and turkish-medium accounting education: Gazi university case. Journal of Education for Business, 92(2), 73–80. doi: doi.org/10.1080/08832323.2017.1279117.CrossRefGoogle Scholar