Reflecting on the Role of English in English Medium Instruction Degree Programmes

Abstract

n the last decades, the growth of English-medium instruction degree programmes all over the world has been considered an opportunity by many institutions and stakeholders involved, e.g., institutional visibility abroad, increased enrollments and international staff. However, it has also raised questions and concerns about the role played by English in such contexts. Indeed, English-medium instruction is typically described as the use of English to teach and learn disciplinary content in non-English speaking countries where such programmes are offered. Under this view, language seems to be used merely as a medium to convey information and enable exchange. This paper describes the features of English-medium instruction and presents the numerous definitions and labels given to it. Comparisons are made with other educational approaches, namely Content and Language Integrated Learning and Integrating Content and Language in Higher Education, with which it shares the use of a foreign language to deliver subject content but differs in the aims and outcomes. This study identifies possible actions to be put in place to place much emphasis on language matters in English-medium instruction programmes.