The Role of Languages in Higher Education in East Asia • Nicola Galloway (Edinburgh University) • Professor Zhang Hongling (Shanghai International Studies University) • Hywel Coleman (University of Leeds) One of the arguments given for introducing English as the Medium of Instruction (EMI) in higher education (HE) in East Asia is that it facilitates mobility within the region. Other arguments have also been proposed. As the fever for EMI reaches epidemic proportions, this session provides an opportunity to step back and examine what research tells us about this phenomenon through three case studies. Moderator: Colm Downes (British Council Indonesia) The Role of Languages in Higher Education in East Asia Nicola Galloway University of Edinburgh 26th Sep, 2019 2 Overview 1. Growth & driving forces 2. Definitions & approaches 3. My studies 4. Recommendations 3 Internationalisation of universities • Internationalise curricula • Establish international partnerships • Exchange and collaborative degree programmes • Publishing in international journals • Raise global profile of an institution • English Medium Instruction (EMI) 4 The world-wide growth in EMI • Half of the world’s international students are learning through English (Ball and Lindsay, 2013) Learning through Learning through English other languages InternationaliZation and English Medium Instruction are intertwined (Kirkpatrick, 2011) 5 The world-wide growth in EMI • World-wide shift towards EMI (Dearden, 2014) • A “galloping” phenomenon, “pandemic in proportion” (Chapple, 2015, p.1) 6 The world-wide growth in EMI • “the most significant trend in educational internationalization” (Chapple, 2015, p.1) • An “unstoppable train” (Macaro, 2015, p.7) 7 The world-wide growth in EMI EMI in Europe • Tenfold increase in EMI Master’s programmes in a 8089 decade • Business, economics, engineering and technology • Increase from 725 in 2001 to 2,389 in 2007, and 8,089 in 2389 2014 (Wächter and Maiworm, 2014) 725 2001 2007 2014 EMI in European Higher Educadon (Source: Wächter and Maiworm, 2014) 8 The world-wide growth in EMI Europe A 1,115% growth in EMI in 13 years (Wächter and Maiworm, 2014) 8089 725 2001 2014 9 The world-wide growth in EMI The world-wide growth in EMI Japan • 29.2% of all undergraduate (Chapple, 2015) • Over 30 undergraduate and over 70 postgraduate degree programmes offered in English (MEXT, 2015, 2017). 10 The world-wide growth in EMI The world-wide growth in EMI China • 132 of 135 HEIs offer EMI by 2006 • 44 per institution (Wu et al., 2010, cited in Lei and Hu, 2014). 11 The world-wide growth in EMI • Spread from the traditional hotspots (e.g. the Netherlands or Northern Europe) 12 The world-wide growth in EMI • EMI - “the general trend is towards a rapid expansion” (Dearden, 2014, p. 2) • Knock-on effect – EMI becoming common in Turkey, the Middle East and Southeast Asia – Vietnam • ‘Advanced programmes’ since 2008 - Government’s project “Innovation in Vietnamese Higher Education” • “educational institutions are encouraged to develop and implement bilingual programs” (Vietnamese Government, 2008). • National Foreign Languages 2020 Project 13 • EMI as an important criterion in faculty hiring decision Can you teach in English? 14 The world-wide growth in EMI • Growing as a phenomenon and field of research – full length books • (e.g. Blaj-Ward, 2017; Bradford & Brown, 2017; Doiz, Lasagabaster and Sierra, 2012; Earls, 2016; Fenton-Smith, Humphries & Walkinshaw, 2017;Macaro, 2018; McKinley and Galloway, forthcoming; Murata, 2018; Slobodanka, Hulgren and Jensen, 2015; Toh, 2016) – special editions in journals • (Taguchi (ed), 2014; Pecorari and Malmstrom, 2018) – Textbooks for TESOL • (Galloway, Mckinley and Rose, forthcoming). 15 Driving forces (Galloway et al., 2017, forthcoming) – lack of educaonal materials in certain languages (Gill, 2004; Shamin, 2008). – seen as a neutral language. 16 Driving forces (Galloway et al., 2017, forthcoming) Access to cuIng-edge knowledge Language shares in total academic publicadons over the past 100 years (Montgomery, 2013, p. 90) Driving forces (Galloway et al., 2017, forthcoming) • Increase global competitiveness to raise the international profile University Ranking 1 2 3 4 5 EMI in China ‘Excellent’: Higher education institutions (HEIs) offering 10% of all courses in English ‘Poor’: HEIs offering few courses or none in English (Hu and Lei, 2014) Driving forces (Galloway et al., 2017, forthcoming) Enhancing student and lecturer mobility • Alract talented students • ‘Brain gain’ (Wächter and Maiworm, 2014) • Raise research profile of HEIs 19 Driving forces (Galloway et al., 2017, forthcoming) • Enhancing the employability of graduates • Fostering intercultural competence that is attractive for the increasingly internationalised job market 20 Driving forces (Galloway et al., 2017, forthcoming) • increase income (and compensating for shortages at the domestic level) Japan MEXT explicitly states two goals of HE policy: 1. ‘Increase the number of classes taught in foreign languages’ 1. ‘Increase the ratio of international students in the total student population’ (MEXT, 2018, p. 2) Driving forces (Galloway et al., 2017, forthcoming) EMI policies in Japan Global 30 Project (2009 - 2014) − Backed up by funding of ¥400 million − Establish EMI programmes at 30 top universities − Aimed to attract 300,000 international students by 2020 − Funding froZe in 2014 - only 13 universities had participated Go Global Japan Project (2012 - 2016) – finance the development of international education in 42 HEIs – foster an outward-looking, global perspective amongst its student body Top Global University Project (2014 – present) 22 - 37 HEIs selected for funding - “to enhance the international compatibility and competitiveness of higher education in Japan” Driving forces (Galloway et al., 2017, forthcoming) • English proficiency • developments in English language teaching (ELT) – The Japan Business Federation (Keidanren) • -pressure on the Ministry of Education to improve the quality of English education – Vietnam –hope of enhancing the quality of English learning • adoption of EMI is hoped to “produce a future labor force which is sufficiently qualified in terms of professional knowledge and foreign language competence to meet tough human resource requirements in the new epoch and also to upgrade the teaching quality in HEIs” (Le, 2012, p. 104). DEFINITIONS & APPROACHES 24 Defining EMI • Macaro (2018: 19) defines EMI as: – The use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions where the first language (L1) of the majority of the population is not English’. • Alternative definitions see EMI as closer to CLIL: – EMI is curricula using English as a medium of instruction for basic and advanced courses to improve students’ academic English proficiency(Taguchi, 2014: 89) . • “the labels given to the phenomenon of EMI and their definition are inconsistent and problematic” (Macaro et al, 2018: 48) . 25 Some institutions purport that EMI “is a relatively simple and cheap solution to both the problems of internationalisation and upgraded local language proficiency” (Hamid et al, 2013: 11). Content-driven Language driven INTRODUCING THE STUDIES 27 • EMI promoted as part of internationalisation processes and the development of students’ English proficiency • Top-down policies have not taken into account the attitudes and the impact on stakeholders. • Bottom-up processes Overview of EMI work – East Asian British Council Study (Galloway et al., 2017, forthcoming, forthcoming; Galloway and Curle, under submission; Galloway and Fenton- Smith, under submission; Galloway and Ruegg, forthcoming; Kruikow & Galloway, 2018; Rose & Galloway, 2019) – South East Asia British Council study – Brazil (Dr Luciane Sturm – 14 universities in Rio Grande do Sul (RS). – Teacher training - textbook, 30 MOOCs, materials & online EMI practitioner (Content and EAP/ESP) network – Programme evaluation – International students’ needs 29 Overview of EMI work Galloway et al ( 2017) – Japan and China ( 11 universities) – questionnaires - students (n=579) ; staff (n=28) – interviews - students (n=18); staff (n=28) – focus groups - students (n=4); staff (n=4) – Observations – still to be analysed • Galloway et al ( forthcoming, Higher Education), Galloway and Ruegg ( forthcoming, EAP journal), Galloway and Fenton-Smith (under submission). – supplemented Galloway et al ( 2017) with questionnaires (n=123), interviews (n=21) and three focus groups with international students • Galloway and Curle (under submission) – 102 international students in six Japanese universities. – open-ended questionnaires (n=102), interviews (n=10) ; focus groups (n = 3) • Kruikow and Galloway (2018) – 3 academic staff and 3 PhD students • Vietnam & Thailand (further data collection Jan’20) – Questionnaires – staff (n=132); students (n=569) – Interviews - staff ( n=20); students (n=18) in Thailand at 3 universities – Staff ( n=22); students (n=10) at 4 institutions. • No one-siZe-fits-all approach to EMI • Needs analysis • Curriculum evaluation to ensure that EMI adapts to context-specific needs. • Does not have to be a monolingual endeavour – Rich diversity of students’ educational, cultural and linguistic backgrounds – examination of the changing sociolinguistic landscape. – “Taking an EMI class alongside international students provides students from a traditionally monolingual classroom with an opportunity to use ELF [English as a Lingua Franca]” (Galloway