This volume explores the inner-workings of English-medium instruction (EMI) in higher education (HE) at two universities. After an introductory chapter that sets the scene and provides an essential background, there are four empirically based chapters that draw on data collected from a range of sources at two universities in Catalonia. This includes, interviews, audio/video recordings of classes, audio logs produced by both lecturers and students, policy documents, students' written work, and student presentation evaluation rubrics. These chapters examine the following issues: (1) the choice of either English or Catalan as the medium of instruction by students and lecturers; (2) how students display ambivalence towards EMI, as well as a general lack of enthusiasm towards and an ironic distance from 'doing education'; (3) how students resist EMI by contravening its English monolingual norm, using their L1s in the classroom; and finally, (4) how EMI lecturers on occasion act as English language teachers despite their continued claims to the contrary. The book ends with a concluding chapter that draws all of the strands together around key themes.
This book is written for scholars interested in issues surrounding EMI in HE in general, as well as those EMI in HE practitioners who have adopted a reflective approach to their professional practice and wish to know more about the ins and outs of EMI in HE from multiple perspectives. It is a useful resource for MA and PhD students of applied linguistics programmes in which the roles and uses of English in higher education worldwide are deemed to be important and worthy of attention. Additionally, this will be relevant to courses or modules focusing on language policy, as well as curriculum issues more broadly and language teaching practice more specifically.
David Block is ICREA Research Professor in Sociolinguistics at the Univeristat Pompeu Fabra, Spain.
Sarah Khan is Lecturer in the Faculty of Science and Technology at The University of Vic - Central University of Catalonia, Spain.
1: The secret life of English-medium instruction: Setting the scene (David Block and Sarah Khan) 2 Language issues in EMI: when lecturers and students can choose the language of instruction (Elisabet Arnó-Macià and Marta Aguilar-Pérez) 3 'Being a student' and 'doing education': A multimodal analysis of backstage and frontstage interactional episodes in EMI (Balbina Moncada-Comas) 4 Whispers of resistance to EMI policies: The management of Englishisation through alternative local multilingual practices and dissenting identities (Maria Sabaté-Dalmau) 5 NOT English teachers, except when they are: The curious case of oral presentation evaluation rubrics in an EMI-in-HE context (David Block and Guzman Mancho-Barés) 6 The secret life of English-medium instruction unraveled (Sarah Khan)