EMI and Englishization: Reflecting on the changing university
Universities have changed rapidly in the past two decades. One of the most visible and controversial changes concerns the language of instruction. English has become a key factor in the internationalization of universities. English-medium instruction or EMI, as it is commonly known, is seen by many as the means through which universities demonstrate the extent of their internationalization. EMI is perceived both as a sign of Englishization of higher education and as an opportunity for students in an ever-globalizing world.
The focus of the conference is not merely on how practitioners design and implement courses when the language of instruction is not the language of the country or region. The conference aims to delve into the effects on other languages, on the nature of knowledge, on the status of a language as academic language, on the quality of teaching and on cultural identity. It is important to reflect on the impact of EMI and Englishization in the past two or three decades, but also on its impact now and what the future might look like.
This conference invites proposals that address theoretically or empirically the following themes:
Language, status and identity
Impacts of English-medium instruction
The nature of knowledge, power, and EMI
The conference also welcomes proposals on traditional themes at ICLHE conferences, such as multilingual programme policy, theoretical and philosophical underpinning for integrated programmes, the integration of content and language, programme and course design, the quality of learning and of programmes, the evaluation and assessment in integrated content and language programmes, and technological developments in programme delivery.
The conference is also interested in integrated programmes that are run through languages other than the dominant local language or English. The call for papers and other contributions will be open by late October 2020.