{"id":628,"date":"2014-04-15T07:52:22","date_gmt":"2014-04-15T07:52:22","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/ilc\/?page_id=628"},"modified":"2014-04-15T07:53:00","modified_gmt":"2014-04-15T07:53:00","slug":"the-international-university-and-english-medium-instruction","status":"publish","type":"page","link":"https:\/\/blog.soton.ac.uk\/ilc\/research-stories\/the-international-university-and-english-medium-instruction\/","title":{"rendered":"The \u2018international university\u2019 and English Medium Instruction"},"content":{"rendered":"

\"Jenkins<\/a>Jennifer Jenkins <\/a><\/p>\n

Universities around the world are increasingly identifying themselves as international. This involves, among other things, recruiting large numbers of students and, to a lesser extent, staff, from outside their own national borders, and using English as their primary lingua franca on campus, particularly as their medium of instruction.<\/p>\n

The international university, and English Medium Instruction (EMI) have to date been under-researched, although more recently, interest in them has been growing. My own interest in the topic stemmed originally from my work in the field of Global Englishes and English as a Lingua Franca (ELF) in particular over the past twenty-five years, and focuses on issues relating to the use of ELF as the principal lingua franca of international higher education. I began my most recent research on the subject in 2010, when I embarked on a major project exploring English-related issues globally among university management and staff, and among international students in a UK university setting. The findings were published by Routledge in 2013 in my controversial monograph, English as a Lingua Franca in the International University: The politics of academic English language policy<\/i>,<\/a> the first major publication to explore the issues in such depth. As a result, I have been invited to talk about my findings and orientation to EMI\/the international university around the world, especially in mainland Europe and East Asia, as well as in the UK (although not so far in my own university!).<\/p>\n

My current research in the field of EMI focuses on three areas. With colleagues at King\u2019s College London I am investigating a radical alternative to the native English-oriented English language entry tests (typically IELTS, TOEFL and PTE Academic) in which international students have to achieve certain scores in order to be admitted to international universities. I am also researching individually, firstly, international students\u2019 perspectives on the PhD viva, and, secondly, staff orientations to international students in UK international universities. As well as this, as part of the 3-year Diamond Jubilee Fellowship that was awarded to Prof Anna Mauranen and me in 2013, we are carrying out an in-depth comparison of EMI at our respective universities. We have also invited colleagues at universities in China, Germany, and Japan to join us on this project.<\/p>\n

Finally, in 2010 I became the founding director of the Centre for Global Englishes\u00a0 (CGE) <\/a>at Southampton. While the staff and student members of CGE have a range of interests in Global Englishes, a substantial number have particular interests in EMI. Because of this, I am in the process of establishing an EMI group within CGE who will collaborate on projects including the Diamond Jubilee Fellowship research, so as to build a worldwide reputation for CGE at Southampton as a major site of research into EMI.<\/p>\n

Jennifer Jenkins <\/a><\/p>\n

http:\/\/www.southampton.ac.uk\/ml\/about\/staff\/jj1a06.page?<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Jennifer Jenkins Universities around the world are increasingly identifying themselves as international. This involves, among other things, recruiting large numbers of students and, to a lesser extent, staff, from outside their own national borders, and using English as their primary lingua franca on campus, particularly as their medium of instruction. The international university, and English […]<\/p>\n","protected":false},"author":72618,"featured_media":0,"parent":27,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-628","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P6Sp7t-a8","_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/pages\/628","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/users\/72618"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/comments?post=628"}],"version-history":[{"count":2,"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/pages\/628\/revisions"}],"predecessor-version":[{"id":632,"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/pages\/628\/revisions\/632"}],"up":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/pages\/27"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/ilc\/wp-json\/wp\/v2\/media?parent=628"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}