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“We are not the language police”: comparing multilingual EMI programmes in Europe and Asia
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“Without English this is just not possible…”: studies of language policy and practice in international universities from Europe and Asia ...
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Abstract:
Over the last decade there has been a huge increase in the internationalisation of higher education institutes (HEI) with growing numbers of international students in many countries, especially Anglophone settings, and the expansion in English medium instruction (EMI) programmes in non-Anglophone settings. Given the multilingual landscape of such HEIs linguistic issues are clearly of prominence. Therefore, this study focused on (in order of importance): a. The role English performs in these HEIs, including its relationship to other languages. b. Participants’ language beliefs, attitudes and ideology towards and about English. c. Language policies (formal and informal) and the impact of these on linguistic practices. d. Comparisons between UK, European and Asian EMI programmes. Three institutions in the UK, Austria and Thailand were investigated using student questionnaires, interviews with lecturers and students, observations, linguistic landscaping and documentary analysis. The findings demonstrated ...
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Keyword:
English medium instruction, internationalisation, higher education, multilingualism, language beliefs, English as an academic lingua franca; Faculty of Humanities; Modern Languages
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URL: http://eprints.soton.ac.uk/390811/ https://dx.doi.org/10.5258/soton/390811
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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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“Without English this is just not possible…”: studies of language policy and practice in international universities from Europe and Asia
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University teachers’ beliefs of language and content integration in English-medium education in multilingual university settings
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Communicative purpose in student genres: evidence from authors and texts
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Agreeing to disagree: ‘doing disagreement’ in assessed oral L2 interactions
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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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Theory and Practice in EFL Teacher Education: Bridging the Gap
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Book review.Content and foreign language integrated learning: contributions to multilingualism in European contexts
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A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction
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Fluent speakers – fluent interactions: on the creation of (co)-fluency in English as a lingua franca
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ESP teacher education at the interface of theory and practice: introducing a model of mediated corpus-based genre analysis
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