Learning subject matter through English as the medium of instruction: students' and teachers' perspectives
Many policy-makers are in favor of Content Language and Integrated Learning (CLIL) for this approach integrates both language and content. In Indonesia, CLIL is locally known as English as a medium of instruction (EMI) where content subjects are taught in English. This present study presents the res...
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| Published in | Asian Englishes Vol. 16; no. 1; pp. 47 - 59 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Routledge
02.01.2014
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| Subjects | |
| Online Access | Get full text |
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| Abstract | Many policy-makers are in favor of Content Language and Integrated Learning (CLIL) for this approach integrates both language and content. In Indonesia, CLIL is locally known as English as a medium of instruction (EMI) where content subjects are taught in English. This present study presents the results of implementing an EMI policy in a large college in Indonesia, a semester after the start of the implementation. The main objectives of the study were to seek the views of both the students and teachers regarding the use of EMI. Questionnaires, classroom observations, and interviews were used as the research instruments. The findings suggest that both students and teachers acknowledge the important role of English in the world. However, both reported a host of problems with the implementation of EMI. In this paper, I would also suggest ways to deal with these from both institutional and curricular perspectives. |
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| AbstractList | Many policy-makers are in favor of Content Language and Integrated Learning (CLIL) for this approach integrates both language and content. In Indonesia, CLIL is locally known as English as a medium of instruction (EMI) where content subjects are taught in English. This present study presents the results of implementing an EMI policy in a large college in Indonesia, a semester after the start of the implementation. The main objectives of the study were to seek the views of both the students and teachers regarding the use of EMI. Questionnaires, classroom observations, and interviews were used as the research instruments. The findings suggest that both students and teachers acknowledge the important role of English in the world. However, both reported a host of problems with the implementation of EMI. In this paper, I would also suggest ways to deal with these from both institutional and curricular perspectives. |
| Author | Floris, Flora Debora |
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| References | Cresswell J. (CIT0006) 2011 Coyle D. (CIT0005) 2010 Xanthou M. (CIT0025) 2008 Marsh H. W. (CIT0020) 2000; 70 Graddol D. (CIT0010) 1997 Cummins J. (CIT0007) 1986; 56 CIT0014 CIT0016 CIT0015 Spanos G. (CIT0023) 1988 Bowering M. (CIT0001) 2003 Hellekjær G. O. (CIT0011) 2003 CIT0019 Larsen-Freeman D. (CIT0018) 2000 Dörnyei Z. (CIT0008) 2007 Mohan B. A. (CIT0022) 1990 Hughes R. (CIT0013) 2008; 20 Kyeyune R. (CIT0017) 2004 Hong W. M. (CIT0012) 2008 CIT0003 Mehisto P. (CIT0021) 2008 CIT0002 CIT0024 CIT0004 CIT0009 |
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| Title | Learning subject matter through English as the medium of instruction: students' and teachers' perspectives |
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