English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University

Isabel Tejada-Sanchez; Mario Molina-Naar

doi:10.5294/laclil.2020.13.2.8

Authors

Isabel Tejada-Sanchez Author Universidad de los Andes https://orcid.org/0000-0002-4008-8057
Mario Molina-Naar Author Universidad de los Andes https://orcid.org/0000-0002-8717-4390

DOI:

https://doi.org/10.5294/laclil.2020.13.2.8

Keywords:

English-medium instruction, internationalization, university, higher education, Colombia

Abstract

This study discusses the implementation of English medium instruction (EMI) at a Colombian university. First, the paper reviews the rise of EMI in the internationalization of higher education. Second, it illustrates how one university incorporated EMI as part of an internationalization process. Third, it identifies the perceptions that a group of administrators, faculty, and students have regarding the EMI initiative. Questionnaires, semi-structured interviews, and document analysis were conducted. Findings suggest that EMI is tied to the structuring of an internationalization office, curricular reforms, and English language learning support. Participants’ perceptions are associated with their imaginaries, identities, experiences, and obligations in relation to the English language. The study concludes that the implementation of EMI within the internationalization of universities is inevitable, yet a sustainable EMI strategy requires contextual awareness and articulation amongst its participants.

Received: 28/02/2020

Accepted: 18/09/2020

Downloads

Download data is not yet available.

Author Biographies

Isabel Tejada-Sanchez, Universidad de los Andes

Isabel Tejada-Sánchez is an Assistant Professor at the School of Education at Universidad de los Andes in Bogota (Colombia). Her research interests include second language acquisition in instructional contexts, language teaching and pedagogy, language policy, interculturality, growth mindser and action research in teacher education. She also directs the “Education for Bilingualism and Multilingualism” Research Group. She obtained her Ph.D. in Language Sciences and Linguistic Communication and Multilingual Mediation within a double degree program at Universities Paris 8 and Universitat Pompeu Fabra.

Mario Molina-Naar, Universidad de los Andes

Mario Molina-Naar is a full-time professor at the Department of Languages and Culture at Universidad de los Andes in Bogota (Colombia). He holds a BA in Foreign Language Teaching from Universidad Atlántico (Barranquilla) and an MA in TESOL from Greensboro College - North Carolina (United States). He is currently conducting his doctoral studies in Education at the Autonomous University of Barcelona.

References

Airey, J. (2016). Content and language integrated learning (CLIL) and English for academic purposes (EAP). In K. Hyland & P. Shaw (Eds.), Routledge handbook of English for academic purposes (pp. 71–83). Routledge.

Altbach, P., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3–4), 290–305. https://doi.org/10.1177/1028315307303542

Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. Routledge. https://www.routledge.com/Narrative-Inquiry-in-Language-Teaching-and-Learning-Research/Barkhuizen-Benson-Chik/p/book/9780415509343

Beelen J., & Jones E. (2015) Redefining internationalization at home. In A. Curaj, L. Matei, R. Pricopie, Salmi J., & P. Scott (Eds.). The European higher education area (pp. 59–72). Springer.

Bonilla, C. A., & Tejada-Sanchez, I. (2016). Unanswered questions in Colombia’s foreign language education policy. Profile Issues in Teachers’ Professional Development, 18(1), 185–201. https://doi.org/10.15446/profile.v18n1.51996

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Corrales, K. A., Rey, L. A. P., & Escamilla, N. S. (2016). Is EMI enough? Perceptions from university professors and students. Latin American Journal of Content & Language Integrated Learning, 9(2), 318–344.

https://doi.org/10.5294/laclil.2016.9.2.4

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.

Cronquist, K., & Fiszbein, A. (2017). El aprendizaje del inglés en América Latina. https://www.thedialogue.org/wp-content/uploads/2017/09/El-aprendizaje-del-ingl%C3%A9s-en-Am%C3%A9rica-Latina-3.pdf

Crystal, D. (2003). English as a global language. Cambridge University Press.

Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan.

De Wit, H. (2011). Trends, issues and challenges in internationalisation of higher education. Centre for Applied Research on Economics and Management, Hogeschool van Amsterdam.

Duong, V. A., & Chua, C. S. K. (2016). English as a symbol of internationalization in higher education: A case study of Vietnam. Higher Education Research & Development, 35(4), 669–683. https://doi.org/10.1080/07294360.2015.1137876

Education First (EF). (2017). English proficiency index - índice del dominio del inglés de EF. www.ef.com/epi

Gacel-Ávila, J. (2003). La internacionalización de la educación superior. Paradigma para la ciudadanía global. Universidad de Guadalajara.

Gazzola, A. L., & Didriksson, A. (2008). Tendencias de la educación superior en América Latina y el Caribe. https://beu.extension.unicen.edu.ar/xmlui/handle/123456789/305

Hamp-Lyons, L. (2011). English for Academic Purposes. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning

(pp. 89–105). Routledge.

Hellekjær, G. O. (2010). Language matters: Assessing lecture comprehension in Norwegian English medium higher education. In U. Smit, T. Nikula, & C. Dalton-Puffer (Eds.), Language in CLIL Classrooms

(pp. 233–258). John Benjamins Publishing.

Huang, Y.-P. (2018). Learner Resistance to English-medium instruction practices: A qualitative case study. Teaching in Higher Education, 23(4), 435–449. https://doi.org/10.1080/13562517.2017.1421629

Knight, J. (2004). Internationalization remodeled: Definition, approaches, and rationales. Journal of Studies in International Education, 8(1), 5–31. https://doi.org/10.1177/1028315303260832

Knight, J. (2011). Five myths about internationalization. International Higher Education (62), 14–15. https://doi.org/10.6017/ihe.2011.62.8532

Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350

Macaro, E. (2018). English medium instruction. Oxford University Press.

Martinez, R. (2016). English as a medium of instruction (EMI) in Brazilian higher education: Challenges and opportunities. In K. R. Finardi (Ed.), English in Brazil: Views, policies and programs (pp. 191–228). SciELO-EDUEL.

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.

Ministerio de Educación Nacional (MEN) Colombia. (n.d.). Colombia Bilingüe. https://aprende.colombiaaprende.edu.co/es/colombiabilingue/86689

Morell, T., Alesón, M., Bell, D., Escabias, P., Palazón, M., & Martínez, R. (2014). English as the medium of instruction: a response to internationalization. In M. T. Tortosa Ybáñez, J. D. Álvarez Teruel, & N. Pellín (Eds.), Xarxes-Innovaestic 2014. Llibre d’actes. ICE de la Universitat d’Alacant. https://hdl.handle.net/10045/42431

Novelli, M., & Lopes Cardozo, M. T. A. (2008). Conflict, education and the global south: New critical directions. International Journal of Educational Development, 28(4), 473–488. https://doi.org/10.1016/j.ijedudev.2008.01.004

Omoniyi, T., & White, G. (Eds.) (2006). The sociolinguistics of identity. Continuum.

Rizvi, F. (2007). Internationalization of curriculum: A critical perspective. In Hayden, M., Thompson, J., & Levy, J. (Eds.), The Sage handbook of research in international education, 390–403.

Shohamy, E. (2013). A critical perspective on the use of EMI at universities. In A. Doiz, D. Lasagabaster & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 196–210). Multilingual Matters.

Stein, S., Andreotti, V., Bruce, J., & Suša, R. (2016). Towards different conversations about the internationalization of higher education. Comparative and International Education/Éducation comparée et internationale, 45(1), 2.

Soren, J. K. (2013). Teacher identity in English-Medium instruction: Teacher cognitions from a Danish tertiary education context (Doctoral thesis). Copenhagen, Faculty of Humanities, University of Copenhagen.

Taylor, C. (2002). Modern Social Imaginaries. Public Culture, 14(1), 91–124. https://muse.jhu.edu/article/26276#info_wrap

Teasdale, J. A. (2017). An alternative social imaginary for internationalization in universities (Doctoral thesis). Vancouver, Faculty of Education, Simon Fraser University.

Times Higher Education. (2019). Latin America University Rankings 2019. https://www.timeshighereducation.com/world-university-rankings/2019/latin-america-university-rankings#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/undefined

Universidad de los Andes. (2016). Programa de desarrollo integral (PDI 2016-2020). https://planeacion.uniandes.edu.co/pdi/nuestro-pdi

Valencia–Cabrera, M. (2017). The construction of teacher candidates’ imaginaries and identities in Canada, Colombia, and Chile: An international comparative multiple narrative case study (Doctoral dissertation). Toronto, University of Toronto.

Yin, R. K. (2009). Case study research: Design and methods. SAGE Publications.