Implementing English-Medium Instruction: Comparing Policy to Practice at a Turkish University

Autor/in	Sahan, Kari
Titel	Implementing English-Medium Instruction: Comparing Policy to Practice at a Turkish University
Quelle	In: Australian Review of Applied Linguistics, 44 (2021) 2, S.129-153 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Foreign Countries; Higher Education; Undergraduate Study; Engineering Education; Educational Policy; Language of Instruction; English (Second Language); School Policy; College Faculty; College Students; Language Proficiency; Language Usage; Turkey + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Grundstudium; Ingenieurausbildung; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Schulpolitik; Fakultät; Collegestudent; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Türkei
Abstract	As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01