English-Medium Instruction in Higher Education
Description
This book presents the current status of the Higher Education (HE) institutes, students' learning, teachers' professional development, and classroom practices under the Bilingual Policy in Taiwan. It showcases how universities and instructors have reacted to the change and what has been done to support students' learning.
In 2021, Taiwan implemented the 'Blueprint for Developing Taiwan into a Bilingual Nation by 2030,' aimed at improving the competitiveness of local talents and industries in Taiwan on the global stage. As indicated in the Policy, English as a medium of instruction (EMI) is a requirement in some classrooms in bilingual universities. Instructors and students in those classrooms need to teach and learn in English, which is not the first language for most of them.
For students and instructors in HE institutes, EMI is not only a challenge, but also an opportunity to improve current teaching and learning processes. To some extent, EMI forces university students and instructors to reflect on their learning and teaching. This book discusses case studies from universities in Taiwan and conducts a comparative study of EMI across several Asian countries.
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Persons
Meihui Liu is a Distinguished Professor in the Department of Education and Director of the Office of Bilingual Education at National Taiwan Normal University (NTNU). She received her Ph.D. from the University of Minnesota, USA. She has held key leadership positions at NTNU, including Vice President for Academic Affairs, Chair of the Department of Education, and Dean of the College of Teacher Education. Her research interests include international education, multicultural education, and social studies education. Her work demonstrates a strong integration of academic scholarship and institutional leadership, particularly in advancing English-Medium Instruction (EMI) in higher education.
Tzu-Bin Lin is a Distinguished Professor at the National Taiwan Normal University (NTNU) and Executive Director of the Foundation for International Cooperation in Higher Education of Taiwan (FICHET). He was the Vice President of Teacher Education and Associate Vice-President for Academic Affairs, the Deputy Director of the Office of Bilingual Education and the Resource Center of EMI, and Head of the Center for Teaching and Learning Development (CTLD) at NTNU. Prior to his NTNU position, he worked at Bournemouth University in the UK and at the National Institute of Education (NIE), Singapore. He got the Honorary Professorship from the University College London in 2023. His research interests include education policy and leadership, bilingual education, media literacy, and comparative and international education. His website is www.drtzubinlin.com
Content
Institutional Support of EMI.- EMI Learning Challenges and Strategy Use for Vocational University Students A Case Study in Taiwan.- Evaluating English-Medium Instruction as a Means for Bilingual Education Teacher Training.- Student Support and Teacher Professional Development of EMI in Higher Education.- EAP Learning Support for Bilingual University Students Learning Needs and Tutoring Strategies.- A Study on Teachers' Practices and Perceptions of Translanguaging in English Medium Instruction Settings in Taiwanese Higher Education.- EMI Practices in Taiwan's Higher Education.- Using Design-Based Research to Develop an Interactive EMI Model for Facilitating Student Engagement.- Language of Instruction in Taiwan Higher Education: A Comparative Study between Parallel EMI and CMI Courses.- Evaluating the EMI Course Framework and Contents in Interior Design Education.- Teachers' and students' perceptions of translanguaging use in EMI courses.- International EMI Experiences in Higher Education.- Comparative Case Study of EMI in Private Universities in Mongolia, South Korea, and Japan Rationales and Challenges.- Using Color-coded Feedback to Increase Students' Awareness of the Linguistic and Stylistic Requirements of Different Types of Academic Writing.- The obstacles, motivation of EMI implementation and faculty members' aspirations in terms of the capacity building programs. An empirical study at Hue University of Education in Vietnam.- Navigating the dilemmas, tensions and complexities of EMI without a map.- International students' perspectives on EMI in higher education: a multiple-case study in the UK.