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Article published In:
Problematizing Language Policy and Practice in EMI and Transnational Higher Education: Challenges and Possibilities
Edited by Curtis Green-Eneix, Peter I. De Costa and Wendy Li
[Australian Review of Applied Linguistics 44:2] 2021
► pp. 129–153

Implementing English-medium instruction

Comparing policy to practice at a Turkish university

| University of Oxford

As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

Keywords: English medium instruction (EMI), higher education, Turkey, L1 use, language policy
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1EMI aims and implementation
    • 2.2Language use and challenges in EMI
  • 3.Methodology
    • 3.1Research questions and framework
    • 3.2Setting: The case university
    • 3.3Data collection
    • 3.4Data analysis
  • 4.Results
    • 4.1Language of instruction in EMI programs
    • 4.2Students’ English proficiency requirements and support
    • 4.3Teachers’ English proficiency requirements and support
    • 4.4Language learning as an aim of EMI
  • 5.Discussion and conclusion
  • Note
  • References
Published online: 7 July 2021
DOI logo
https://doi.org/10.1075/aral.20094.sah
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