Abstract
<p class="apa">Although researchers agree with the strengths of an English-medium instruction (EMI) in addressing internationalization of a non-English higher education (HE) context, its implementation in classrooms has been widely criticized, mostly because of ineffective delivery of course content and a lack of evidence of English improvement. Grounded upon a critical review of the current state of internationalization of Korean HE and the subsequent examination of supplementary interview data from 15 college students who have taken EMI courses, this study proposes a model which integrates critical factors of EMI into one framework. This model aims at guiding the EMI policy from initiation to implementation. A major feature of this model is blended learning as a strategy to address the shortcomings of current EMI in this context and to facilitate the allocation of diverse online materials to scaffold EMI instruction. The benefits of the approach are presented from the perspectives both of policy-makers and of classroom participants.</p>
Highlights
As higher education (HE) in Asian countries has had to become more effective in order to enhance its global competitiveness, Korean higher education institutions (HEIs) have experienced radical changes since the late 20th century
Since the concept of globalization has quickly penetrated into HE, HE has recognized the need for a change and sought to create a global academic environment (Altbach, 2004)
In the midst of the increased complexities of HE, as Coleman (2006) claims, English is more than a foreign language
Summary
As higher education (HE) in Asian countries has had to become more effective in order to enhance its global competitiveness, Korean higher education institutions (HEIs) have experienced radical changes since the late 20th century. Since internationalization is one of the criteria for ranking HEIs, universities have chosen a policy reinforcing the use of English as a medium of interaction in all sectors within universities including administration, research, and education This trend accords with the role of HE as the center of globalization (Altbach, 2004; Knight, 2008), as the world is becoming diglossic with one language for local communication and the other, English, for wider and more formal communication (Coleman, 2006). Researchers have discussed how to enhance EMI by supporting instructors and students in this learning context, the providers of HE still need guidance which addresses specific factors relevant to participants in EMI classes With this need in mind, this study delineates the recent positioning of HE in Korean society in terms of internationalization and proposes a model in which EMI in a non-English context is systematically approached from initiation to implementation. The results of this study will provide educators and policy-makers with information on how to implement and further (re)design more effective curricula for EMI courses
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