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Due to the internationalization of higher education and the widespread use of English as an academic lingua franca, universities are increasingly choosing to introduce English-medium instruction (EMI) programs. However, EMI programs are neither monolithic nor English-only in their implementation. Although research has acknowledged the variation with which EMI is implemented across contexts, little is known about students' motivations for choosing monolingual and bilingual EMI programs or how students' beliefs about these programs compare. This study attempts to address this gap by examining students' motivations and beliefs about the academic and professional benefits and challenges of studying in monolingual (full) and bilingual (partial) EMI engineering programs in Turkey. A questionnaire was administered to 198 undergraduate students, and the responses of students in full and partial EMI programs were compared. The results revealed significant differences between groups with respect to motivations for EMI study, with students on full EMI programs more optimistic about the professional benefits of EMI compared to students on partial EMI programs. Differences were also found regarding students' self-reported English proficiency and beliefs about the academic benefits of EMI programs. The findings are discussed in line with EMI policy and language support.

Ernesto Macaro is Emeritus Professor of Applied Linguistics in the Department of Education at the University of Oxford, UK. He was the founding director of the EMI Oxford Research Group (formerly the Centre for Research and Development in English Medium Instruction) in the Department of Education. His research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in classrooms where English is the medium of instruction. He has published widely on these topics, including in journals such as "Language Teaching," "Modern Language Journal," "Language Learning Journal," "Language Teaching Research" and "International Journal of Bilingual Education and Bilingualism." He is also the author of "English Medium Instruction: Content and Language in Policy and Practice" (2018). Before becoming a teacher educator and researcher, he worked as a language teacher in secondary schools in the UK. His most recent work explores certification programmes for English medium instruction teachers in higher education and the transition from secondary to tertiary English medium instruction programmes.

As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher-student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

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This study examines the phenomenon of English-medium instruction (EMI) in higher education through the lens of neoliberalism and linguistic entrepreneurship. Although commonly reported benefits of EMI include improved English proficiency and better job opportunities, there is a lack of research critically examining the relationship between EMI and these presumed benefits. Through the lens of linguistic entrepreneurship, this study compares engineering students' perceptions of the linguistic and professional benefits of EMI before, during, and after study in Turkey. Employing a mixed-methods design, data were collected from prospective, current, and former students via questionnaires, interviews, and focus groups. The findings revealed significant differences between groups regarding perceptions of learning and professional outcomes. This paper demonstrates how students' perceptions of EMI are shaped by the ideals of linguistic entrepreneurship and suggests that the professional benefits of EMI may be more nuanced than assumed, with implications for EMI pedagogy and policy in higher education. [ABSTRACT FROM AUTHOR]

In the field of English medium instruction (EMI), multilingual research approaches are crucial to carrying out effective and ethically responsible research, because EMI policies and practices are inherently multilingual. This paper is a partial replication study that adopts a 'researching multilingually' analytical framework to interrogate the challenges and affordances of using multiple languages during two EMI research projects. In the project in Turkey, the lead researcher, who is an English-Turkish bilingual, analysed policy documents (n = 145) and interview data (n = 67) drawing on her knowledge of both languages. Additionally, 85 EMI classroom observations were conducted. In the project in China, the research team of two L1 English speakers and two L1 Chinese speakers investigated 93 bilingual policy documents and conducted interviews with 26 policy arbiters by drawing on both languages during data collection and analysis. Together, these reflections highlight how multilingual approaches can be utilised throughout the research process, from team formation, research design, data collection, data analysis, and presentation of findings in research reports. [ABSTRACT FROM AUTHOR]

English Medium Instruction (EMI) has been defined as 'the use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions where the first language (L1) of the majority of the population is not English' (Macaro, 2018, p. 19). This definition has proved to be controversial but has underpinned the work of our research group, from whose collective perspective this article is written. Debates have centred on the role that English language development plays in EMI contexts, and whether this current definitional scope is too narrow in its exclusion of English medium educational practices in Anglophone settings. Pecorari and Malmström (2018), for example, observe that some members of the EMI research community interpret EMI more broadly to include 'contexts in which English is a dominant language and in which English language development is supported and actively worked for' (p. 507). Similarly, Baker and Hüttner (2016, p. 502) state that excluding Anglophone contexts from EMI is 'unhelpful' by failing to include the experiences of multilingual students in Anglophone universities who learn through their second language (L2). A focus on multilingualism is also one of the driving forces behind the emergence of new terminology that seeks to shift focus towards the contexts of education, rather than instruction and pedagogy. Dafouz and Smit (2016), for example, prefer the term English-Medium Education in Multilingual University Settings (EMEMUS), because the 'label is semantically wider, as it does not specify any particular pedagogical approach or research agenda' (p. 399). [ABSTRACT FROM AUTHOR]

Copyright of Novitas-ROYAL is the property of Novitas Royal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)