The Implementation of English Medium Instruction.pptx

Introduction to EMI

1. Introduction to EMI | Week 03: The Implementation of EMI

2. Introduction to English Medium Instruction (EMI) Defining EMI and its Educational Context Overview of EMI: EMI is the use of English as the language of instruction for academic subjects in non-Anglophone countries, driven by national and institutional policies. Historical Background: Historically, EMI has been linked with policy reforms aimed at enhancing English proficiency alongside subject knowledge. Purpose of EMI: It seeks to improve both content learning and English language proficiency simultaneously, as seen in policies worldwide. Photo by Clarissa Watson on Unsplash

3. EMI Policy Role of Policy in the Implementation of EMI Language Policy Definition: Language policies in EMI are the combination of official decisions and public practices regarding language use in education. Influence of Sociopolitical Factors: MOI policies are affected by educational, socio-economic, and cultural factors. They vary based on the development level of the region or country. Institutional Role: Universities and schools play a key role in EMI implementation by setting policies for curriculum, teacher training, and assessments. Photo by Paul Hanaoka on Unsplash

4. EMI in Multilingual Singapore Case Study of EMI in a Multilingual Context English as the Primary Medium In Singapore, English is the main language of instruction across all levels of education, with mandatory mother-tongue instruction for students. Linguistic Diversity Singapore’s language policy integrates multiple languages (Mandarin, Malay, Tamil) alongside EMI, creating a multilingual academic environment. Cultural and Educational Integration Singapore’s EMI policy reflects a balance between global English trends and preserving local languages, serving as a model for multilingual nations.

5. International Schools in Malaysia The Role of EMI in Private Education English as the Medium of Instruction: International schools in Malaysia adopt EMI to prepare students for higher education, which is often conducted in English. Global Curriculum: Many schools follow international curricula like the Cambridge International Curriculum or the International Baccalaureate (IB). Bilingual Context: While EMI is prevalent in these schools, the national language (Bahasa Malaysia) is also taught to maintain bilingualism. Photo by Van Tay Media on Unsplash

6. When Language Policy Fails Challenges in EMI Implementation Malaysia's EMI Failure: In 2003, Malaysia adopted EMI for Science and Maths, but reversed the policy by 2012 due to poor student performance. Disconnect Between Policy and Practice: Teachers and students often lacked the necessary language skills, leading to ineffective classroom instruction. Political Considerations: The shift back to Bahasa Malaysia was seen as a political decision, reflecting resistance from local communities. Photo by Khoa Ly on Unsplash

7. Factors Influencing EMI Implementation Morris (1996) Factors for Successful EMI Perceived Advantages EMI must be seen as beneficial by teachers and students for it to gain traction. Alignment with Practices New EMI policies should fit in with existing classroom practices to reduce friction. Teacher Support Effective teacher support is necessary for EMI, including training and resources.

8. SWOT Analysis of EMI Examining Strengths, Weaknesses, Opportunities, and Threats Strengths Increased global competitiveness and improved English proficiency for students. Weaknesses Potential lack of language support and preparedness for teachers and students. Opportunities Growing demand for English skills in international job markets. Threats Resistance from local communities or insufficient government backing for implementation.

9. Example of EMI Students' Professional SWOT Analysis ‹#›

10. Conditions for Successful EMI Implementation Based on Nguyen et al. (2017) Access Who the learners are and what the entry requirements for EMI programs should be. Resources Availability of appropriate curriculum, materials, and pedagogical methods for EMI. Evaluation How to assess the effectiveness and outcomes of EMI programs.

11. Eight Factors Affecting Tertiary EMI Programs Challenges and Opportunities in Higher Education EMI Status and Position Support from high-authority stakeholders can facilitate the implementation of EMI programs. Financial Health EMI is more readily accepted in institutions with a strong financial base and urgent need for change. Support Structures Effective support, including language standards for students and entry requirements, is crucial.

12. The Role of the Institution in EMI Institutional Support for English Medium Instruction Institutional Motivations Institutions often adopt EMI to diversify the student population, internationalize education, and improve graduate employability. Cultural and Linguistic Aims Universities may use EMI to create a multicultural learning environment and strengthen partnerships with global institutions. Teaching and Research Enhancement EMI helps institutions attract top-tier researchers and students, boosting the quality of education and research output.

13. Planning Decisions in Implementing EMI Key Steps in Structuring EMI Programs Decentralized Decision-Making Local contexts influence EMI planning, such as when to implement EMI and the choice of subjects. Teacher Training and Support Institutions must provide adequate training to teachers in both subject matter and English language proficiency. Gradual Implementation EMI can be phased in gradually, starting with select subjects to monitor progress and effectiveness.

14. Proficiency Test for English Primary and Secondary School Teachers Ensuring Quality English Teaching in EMI Teacher Proficiency Standards Proficiency tests like LPATE in Hong Kong assess teachers’ language skills to maintain quality in EMI contexts. Classroom Language Assessment EMI teachers undergo performance-based assessments to ensure they can effectively teach content in English. Language Proficiency Components Formal tests cover reading, writing, speaking, and listening, essential for effective instruction in EMI.

15. The Role of Stakeholders’ Perceptions How Stakeholder Views Impact EMI Success Teacher and Parent Expectations: Teachers' beliefs about their role in EMI, and parents' expectations, influence its effectiveness. Employer Support: In countries like Indonesia, employers demand graduates proficient in English for the global job market. Community Perception: Parents and communities often see EMI as a way for students to access better jobs and social mobility. Photo by Van Tay Media on Unsplash

16. The Idea of English Cultural and Symbolic Role of English in EMI English as a Global Language: In many contexts, English is associated with international culture, business, and technology. Prestige of EMI Schools: Schools using EMI are often seen as more prestigious, attracting students seeking better career opportunities. Symbol of Modernization: In post-colonial societies, English often symbolizes modernity, progress, and global connection. Photo by 貴智 KC 楊 YANG on Unsplash

17. Economic Benefits of English Financial Impact of English Proficiency Increased Earning Potential: Proficiency in English can increase individuals' earning power by up to 25%, particularly in developing economies. Access to Global Markets: English proficiency enables countries to access global markets and improve their economic positioning. Employer Preferences: Many global companies seek employees with strong English skills, making EMI crucial for economic competitiveness. Photo by Cytonn Photography on Unsplash

18. Provision of Support for EMI Key Resources for EMI Implementation Teacher Training Professional development programs help EMI teachers improve their English proficiency and pedagogical skills. Student Language Support Language support systems for students are essential to ensure effective learning outcomes in EMI programs. Resource Allocation Institutions must provide sufficient resources like textbooks, materials, and technologies tailored for EMI contexts.

19. Quality Assurance in EMI Ensuring High Standards in EMI Programs Curriculum and Assessment: Quality assurance ensures that the EMI curriculum and assessments meet institutional and national standards. Teacher and Student Evaluation: Institutions regularly assess teachers' English proficiency and students' progress to ensure program effectiveness. Feedback and Improvement: Continuous feedback from stakeholders is used to improve the quality of EMI implementation over time. Photo by Ben Mullins on Unsplash

20. Support Strategies for EMI (Hong Kong) Hong Kong Education Bureau Recommendations (2021) English-Rich Environment: Schools are encouraged to create an immersive English environment both inside and outside the classroom. Bridging Programs: Bridging programs help students transition from Chinese-medium to English-medium instruction. Collaboration: Promoting collaboration between English language and subject teachers to improve student confidence. Photo by Zifeng Zhang on Unsplash

21. Discussion EMI is a major educational innovation in the field of language education. What other innovations are having an impact on language education in your country? Do you think students should be required to demonstrate their proficiency in English to graduate from university in non-Anglophone countries? A number of innovations in language teaching have not been successful, such as Audiolingualism. Can you think of other examples and why they were not successful? What factors do you think are needed for an educational innovation to be successful? Stakeholders in EMI may have different expectations for EMI. Can you give an example? In a context you are familiar with, what do you think learners associate the “idea” of English with? In an EMI context you are familiar with, what do you think are the three most important factors influencing the success (or otherwise) of EMI? In what ways is success in EMI dependent on the teacher’s proficiency in English? What variety of English do you think learners, in a context you are familiar with, seek to learn? Is it a native-speaker variety or some other variety of English? Do you think EMI teachers should require their students to use English with near-native speaker accuracy? What steps can be taken in an institution to prepare for favourable reception of the introduction of a new educational policy such as EMI? ‹#› Discussion questions