English-Medium Instruction Practices in Higher Education: International Perspectives

Abstract

English-Medium Instruction Practices in Higher Education: International Perspectives provides a timely and important contribution to the growing field of EMI research. The book is divided into three sections that cover macro-analysis (national or regional level), meso-analysis (institutional level) and micro-analysis (classroom level). There are twenty-one chapters in total, with seven chapters allocated to each level of analysis. The chapters cover a wide range of international contexts, including countries in Europe, Asia, the Middle East, Africa and Latin America. The macro level chapters focus on national-level EMI policies and the government-led implementation of EMI. These chapters cover Bangladesh, Brazil, China, Denmark, Ethiopia, Nepal and Turkey. The diversity in chapter contexts provides interesting contrasts between systems. For example, we see contexts where EMI is associated with (post-)colonial rule in Bangladesh and Nepal; EMI in Ethiopia, which was never colonised; EMI as an explicit policy goal in China; EMI as an unintended consequence of governance reforms in Denmark; partial EMI in Turkey; and EMI as a ‘fashion accessory’ in Brazil. While the countries vary in terms of linguistic backgrounds, history, culture and governance, it is interesting to see how EMI appears to be inevitable across contexts, although the exact manifestation varies. The meso-level chapters focus on the institutions themselves. This includes institutional level EMI in Austria, Colombia, Estonia, Italy,