A case study of international instructors' experiences of English-medium instruction policy in a Korean university

• Published in: Current issues in language planning Vol. 19; no. 4; pp. 401 - 415
• Main Authors: Kim, Jeongyeon, Tatar, Bradley
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.10.2018; Taylor & Francis Ltd
• Subjects: Campuses; Case Studies; College Faculty; College Students; Education policy; Educational Policy; English (Second Language); English as an international language; English-medium instruction policy; Foreign Countries; Foreign Nationals; Foreign Students; Globalization; Higher education; International Education; international instructors; internationalization of higher education; Korean; Korean language; Language Attitudes; Language of Instruction; Language Usage; Local knowledge; Medium of instruction; Native Language; Non-English speakers; Peer Relationship; Recruitment; Second Language Instruction; Second Language Learning; Students; Teacher Attitudes; Teachers; Teaching; Teaching Methods; Teamwork; use of a local language; South Korea
• ISSN: 1466-4208; 1747-7506; 1747-7506
• DOI: 10.1080/14664208.2018.1468958

In the midst of increasing global economic competition, higher education (HE) institutions in many non-English-speaking societies have expanded the extent of internationalization through the recruitment of international faculty members to their campuses and the adoption of educational policies such as English-medium instruction (EMI). Despite growing diversity in HE, little is known concerning the international faculty members' perceptions and practices in relation to EMI policies. This case study examined international instructors' experiences of teaching subject courses in English in a Korean university. A mixed method approach was taken with respect to the challenges of EMI with a questionnaire administered to 18 international instructors and in-depth qualitative interviews carried out with 5 of these instructors. The analyses revealed that the participants were dissatisfied with the lack of interaction between Korean and international students. Notably, without sufficient knowledge of the local language, the participants explicitly affirmed the effects of the local, Korean language on improving interaction and participation. They also provided tasks which local and international students should perform collaboratively in a team. The findings are discussed in terms of how EMI should be implemented to overcome locally bound constraints in a non-English-speaking context and to embrace the emerging needs of international stakeholders.