This special issue will be edited by Ofra Inbar-Lourie and Elana Spector-Cohen, Tel-Aviv University, Israel.
English Medium Instruction (EMI) has emerged in the last two decades as a widely researched topic in the field of applied linguistics due to its phenomenal global growth as part of internationalization initiatives in higher education. An intriguing yet relatively unexplored aspect of the conceptualization and implementation of EMI is related to the challenges EMI stakeholders face in their context due to varied factors, such as cultural and linguistic norms and diversity, local ethos and subsequent policies, as well as institutional traditions. Gaining insights into such local challenges can advance the field making EMI more inclusive and effective for learners and lecturers worldwide.
This call for papers invites researchers, educators, and policymakers to explore the localization of EMI practices, focusing on how they can be tailored to better fit local contexts, cultures, and languages. We encourage submissions that critically examine case studies and theoretical frameworks that highlight the interplay between EMI and local identity, addressing both opportunities and challenges.
The editors invite contributions that address the local perspective of introducing, teaching and supporting EMI, such as the suggested themes below:
Language ideologies and EMI: Exploring how local language ideologies influence the implementation of EMI
Culturally appropriate EMI curricula: Examining adherence to cultural norms and institutional cultures
Catering to the needs of the local student population who take part in EMI initiatives
EMI teacher training: Investigating local challenges and benefits
Support for EMI: Recommendations for students, lecturers and administrative staff as well as the role of the English language department in providing support
Localized EMI assessment practices and language assessment literacy
EMI as a means to foster Intercultural Competence and/or English language proficiency
Using technological affordances to enhance localized EMI and/or to develop digital competences
EMI policies across contexts: national, institutional, and classroom level and their impact on learning outcomes
EMI implementation across disciplines and specific challenges in areas such as STEM, humanities, and social sciences
TIMELINE
March 21 | 2025: Deadline for submitting the first draft. |
April 30 | 2025: Deadline for review. |
August 15 | 2025: Deadline for submitting the second draft. |
October 15 | 2025: Publish |
ABSTRACT SUBMISSION
Abstracts must be submitted before by Dec. 21, 2024 here.
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