Titlebook: English-Medium Instruction and the Internationalization of Universities; Hugo Bowles,Amanda C. Murphy Book 2020 The Editor(s) (if applicab

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Beyond English-Medium Education: From Internationalization to Sustainable Education,global/national/institutional policy to classroom practices. By drawing upon research from across the world, it is clear that a reappraisal of the link between EME, internationalization and sustainable education is called for. Teaching through English is both an opportunity and a challenge for unive

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2731-6424 s as both global and local phenomena, from national governmeThis edited book examines English-Medium Instruction (EMI) language policy and practice in higher education around the world, highlighting how English language usage?affects the internationalization of universities, the way that disciplines

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https://doi.org/10.1007/978-3-319-70443-2ocess of internationalization by producing sustainable economic and social development. It argues for a less ideological, more evidence-based and culturally-focused research perspective?as a counterweight to the threat to cultural identity posed by internationalization exclusively through English.

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Nathalie Bulle,Francesco Di Iorioo diverge on the issue of quality but converge on cultural identity. We argue that neither group is harmonious but each contains various subgroups with contrasting opinions. Moreover, language is only one among many factors affecting both quality and identity.

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https://doi.org/10.1007/978-3-030-16065-4 picture. In other countries, English-medium instruction is introduced as a strategy for attracting international students and creating international classrooms; in Ethiopia, where higher education has always taken place through English, what is at stake is the quality of education.

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https://doi.org/10.1057/978-1-137-54066-9l conceptions of EMI as internationalization to their emerging understanding of English as a World Language and internationalization as cultural flows. Findings suggest that emphasis on curriculum and pedagogy development problematize policies that amalgamate EMI and internationalization and promote English as an add-on and cure-all.