Toward a Typlogogy of Implementation Challenges Facing English-Medium Instruction in Higher Education. Evidence From Japan.

Autor/in	Bradford, Annette
Titel	Toward a Typlogogy of Implementation Challenges Facing English-Medium Instruction in Higher Education. Evidence From Japan.
Quelle	In: Journal of studies in international education, 20 (2016) 4, S. 339-356Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1028-3153; 1552-7808
DOI	10.1177/1028315316647165
Schlagwörter	Forschung; Lernen; Lehren; Programm; Englisch; Internationalisierung; Hochschulbildung; Japan
Abstract	Higher education is becoming increasingly internationalized, and the use of English as a medium of instruction for academic content has become commonplace in countries where English is not the native language. However, concerns are growing that the trend toward English-medium instruction (EMI) has accelerated without sufficient thought to the challenges of the implementation processes. This article discusses the challenges facing higher education institutions adopting EMI and proposes a typology for understanding them. Drawing on previously unpublished data from a study of universities in Japan, a context in which EMI is rapidly expanding, the article reconceptualizes prior understandings and identifies four categories of challenges: linguistic, cultural, administrative and managerial, and institutional. The categories are dynamic and context dependent, with institutional challenges playing a particularly prominent role in Japan. The proposed typology is offered as a conceptual framework for policy makers and program implementers designing effective implementation strategies for EMI. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2017/1