From ‘lip service’ to ‘more language support needed’: Perspectives from academic leaders of English in global English-medium higher education contexts

Abstract

Universities in diverse international contexts are increasingly switching to English-medium Education (EME). However, for some students in non-anglophone countries for whom English is not their dominant language, acquiring and demonstrating subject knowledge through English presents learning challenges. Although research on EME has grown dramatically over the past decade, along with growth of EME itself, the voices of students and teachers have dominated with other stakeholders' perspectives being left unheard. This article addresses calls for the perspectives of academic leaders of English language education to be investigated, such as deans, department chairs, and programme coordinators, due to their ‘bird's eye view’ of the EME phenomenon and their key funds of knowledge which go beyond those generally afforded by learners and teachers. EME academic leaders of English language education (N = 46) from 28 countries in Asia, Europe, and the Middle East were surveyed regarding the growth of EME in their contexts and the adequacy of institutional learning support offered for students. Findings suggest that neoliberal influences continue to spur the growth of EME in higher education internationally due to the link between English and student employability and internationalization. While there are multiple possible forms of student language support, more discipline-specific English language development and support can and should be provided for students.