Title: Sustaining English-Medium Instruction in East Asian Higher Education
Stream: Higher Education
Presentation Type: Poster Presentation
Authors:
Annette Bradford, Oxford EMI, United Kingdom
Abstract:
English-medium instruction (EMI) has been finding its footing in higher education in Asia for well over a decade. In many cases, it has moved from an improvised layer added to existing curricula to a considered feature of internationalization strategies. However, there are concerns about the sustainability of such programming. As faculty buy-in and satisfaction are important factors in sustaining any new educational innovation, professional development for those teaching in English might be a key strategy for embedding EMI into the higher education landscape.
This poster examines EMI in Japan, South Korea and Taiwan, countries which have all seen a large increase in the number of courses and programs taught in English. Unfortunately, this increase has not always been supported by a parallel growth in professional development support for faculty teaching in those programs, leading many to feel overburdened and not fully committed to EMI. Consequently, the quality of programming risks becoming uneven. The study presented in this poster examines past professional development experiences and addresses perceived needs among faculty teaching in EMI programs in Japan, South Korea and Taiwan. It highlights a widespread demand for training in interactive pedagogy and intercultural communication, as opposed to training that focuses on language. However, professional development is not the only element that requires attention if EMI is to sustain. This poster also calls attention to a wider array of factors that must be on the agenda of policy and program planners when thinking about the future of EMI in higher education.
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