The Challenges of EMI for Art and Design Students in the UAE

Autor/inn/en	Jones, Wayne; McKeown, Kara; Littlewood, Suzanne
Titel	The Challenges of EMI for Art and Design Students in the UAE
Quelle	In: ELT Journal, 76 (2022) 2, S.238-249 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccab094
Schlagwörter	Higher Education; Language of Instruction; Second Language Learning; Second Language Instruction; English (Second Language); College Admission; Foreign Countries; Language Tests; Art Education; Design; Barriers; Writing Skills; Teacher Collaboration; Material Development; United Arab Emirates; International English Language Testing System + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulzugang; Hochschulzulassung; Zulassung; Ausland; Language test; Sprachtest; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Writing skill; Schreibfertigkeit; Lehrerkooperation; Lehrmaterialentwicklung; Vereinigte Arabische Emirate; Language tests; Englisch
Abstract	While there are a variety of reasons for implementing English medium instruction (EMI) at higher-education institutions (HEIs) worldwide, this decision is often made without consideration of its potential impact on student learning. Federal HEIs in the United Arab Emirates (UAE) are no exception. With English language admission standards at between 5.0 and 5.5 IELTS, students are frequently challenged to successfully complete the tasks required of them and faculty can be frustrated by the level of work they receive. This article describes the findings of a research project, conducted with Emirati art and design students at one of these HEIs, which identified challenges experienced by students and faculty in an EMI setting. A subsequent initiative investigating writing genres students need to be familiar with is also discussed. Finally, collaboratively developed teaching materials are also described. With appropriate contextual modifications, these initiatives could be replicated in EMI contexts elsewhere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01