ORCID Profile
0000-0002-6434-6663
Current Organisation
University of Oxford
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Publisher: Elsevier BV
Date: 12-2018
Publisher: Informa UK Limited
Date: 02-08-2023
Publisher: Cambridge University Press (CUP)
Date: 06-04-2022
Publisher: Informa UK Limited
Date: 12-05-2021
Publisher: Walter de Gruyter GmbH
Date: 15-04-2022
DOI: 10.1515/APPLIREV-2022-0015
Abstract: English in Chinese higher education has shifted from being taught as a foreign language alongside other disciplinary-focussed courses to becoming an important medium of instruction used for learning and teaching non-language related academic subjects. While using English medium instruction (EMI) seems a natural and neutral academic exercise, the switch has muddied the water of EMI implementation and caused a number of social and academic issues for both students and lecturers. These problems include unfair promotion opportunities, unequal access to EMI classes, inadequate learning outcomes, and poor teaching quality. This special issue builds on past and current EMI work that explores issues related to EMI implementation in Chinese higher education institutions and in classrooms. Through the selection of several empirical papers, the special issue shines light on current knowledge, policies and practices of EMI in China to pave the way for research-informed recommendations.
Publisher: Informa UK Limited
Date: 12-08-2023
Publisher: Informa UK Limited
Date: 18-03-2019
Publisher: Oxford University Press (OUP)
Date: 21-12-2021
DOI: 10.1093/ELT/CCAB082
Abstract: This mixed-methods study explores the language-related difficulties and ELT support offered in English-medium programmes at eight universities in China. Data included a student questionnaire (n = 394) measuring the difficulties of 45 academic tasks, organized around the four skills of reading, writing, listening, and speaking. Results revealed students faced the largest difficulties with productive skills, especially writing. To explore structural language support for overcoming such challenges, fieldwork interviews with twenty-six senior faculty at eight universities in four cities in China were conducted. These revealed three main types of institutional support: concurrent language support from English language teachers offered alongside English medium programmes preparatory programmes taken before students enrolled in English medium courses, which were prevalent in language-specialist universities and self-access learning and writing centres, which were found at two transnational universities. When structural support was lacking, content teachers reported making grassroots efforts to help students understand content via use of the students’ multilingual repertoires in explanations, interactions, and materials.
Publisher: SAGE Publications
Date: 10-07-2021
DOI: 10.1177/00336882211020032
Abstract: This article reports on a study of policymaking at transnational and local universities in China concerning English Medium Instruction (EMI) provision, and the impact this has on stakeholder experiences. It explores policymaking at two transnational universities, which are compared and contrasted with data collected at six other Chinese universities that offer EMI programmes. Data were collected via in idual and group interviews with 26 key policy stakeholders during fieldwork at the eight universities and centred on language-related policy diffusion surrounding admissions, language support, and language use. Findings revealed a reliance on foundation year studies at transnational universities versus the Gaokao (national college entrance examination) at other universities to ensure students had the requisite proficiency upon admissions. Findings also revealed transnational universities were more likely to offer language support to their students and have language policies governing language use. Overall, the findings reveal a range of affordances and caveats associated with each institution’s contextualized policy making, causing ease and conflict for EMI stakeholders.
Publisher: Informa UK Limited
Date: 12-08-2019
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Heath Rose.