English-Medium Instruction in Turkish Universities

Policies, Practices, and Perceptions
1. Auflage 2024
ISBN: 978-1-032-06531-1
Verlag: Routledge

Buch, Englisch, 96 Seiten, Format (B × H): 145 mm x 222 mm, Gewicht: 266 g

Reihe: Routledge Focus on English-Medium Instruction in Higher Education

In response to the growing use of English as an international language, the number of English-medium instruction (EMI) programs in higher education has increased. However, decisions to implement EMI programs are often made through top-down policymaking processes with little consideration for the educational issues surrounding language policy changes.

This book examines the variation with which EMI is implemented at universities in Turkey through a multilevel empirical investigation of policies, practices, and perceptions. In addition to providing a sociohistorical overview of EMI in Turkey, the book draws on a dataset that includes policy documents, classroom observations, interviews with teachers, and focus group discussions with students. Despite national policies which envision a "one-language-at-a-time" model of EMI education, this book argues that EMI is neither English-only nor English-always in practice. By highlighting the variation with which EMI is implemented at and across Turkish universities, this study illustrates the need for more comprehensive EMI policies and processes aimed at integrating content and language learning in higher education.

Implications are discussed with respect to policy planning, program development, and pedagogical support and will be relevant for researchers and postgraduate research students interested in EMI, particularly in the Turkish context.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Sahan, Kari

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

1. Introduction  2. English-medium instruction in Turkish higher education  3. EMI Policies in Turkey  4. EMI classroom practices  5. Teacher and student perceptions  6. Conclusion

Über Autor(innen)

Kari Sahan is Lecturer in Second Language Education at the Institute of Education, University of Reading, Berkshire, England. She is Programme Co-director of the MA English Language Education program, delivered in partnership with Guangdong University of Foreign Studies, in Guangzhou, China.