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Forschungsprojekt - Detailansicht

Bereich Geistes- und Sozialwissenschaften - Fakultät Erziehungswissenschaften - Institut für Berufspädagogik und Berufliche Didaktiken - Professur für Erwachsenenbildung, Schwerpunkte Berufliche Weiterbildung und komparative Bildungsforschung [ehemalig]

EMI-HE, English-Medium-Instruction in Higher Education
Titel (Englisch)
EMI-HE, English-Medium-Instruction in Higher Education
Kurzbeschreibung (Deutsch)
In the internationalisation of the higher education (HE) worldwide, there is
a drastic expansion of courses using English as a medium of instruction
(EMI) in non-native-English-speaking countries.
However, many EMI educators feel unprepared or inadequately supported, and
encounter multiple challenges when embarking on EMI teaching. Recent studies
have also uncovered tensions arising from EMI educators’ conflicting
perceived roles and professional identities, which impede EMI practices,
processes and student learning. Understanding how EMI educators negotiate
conflicting identities and develop an EMI teacher professional identity is
crucial for informing policies and support for EMI educators, and ultimately
their students. This comparative study will investigate EMI teachers’
professional identity in the HE in Germany and Vietnam, focusing on how they
negotiate roles and responsibilities and develop EMI teacher professional
identity in response to the demands of EMI teaching. Following a
mixed-method design, the project will generate data from an online survey,
semi-structured online individual interviews with EMI educators, and
collection of relevant artefacts readily available online. The insights
gained from this project will advance our understanding of EMI in the
internationalisation of HE and provide much needed empirical data on the
experiences of academics working in the rapidly expanding EMI contexts.
Kurzbeschreibung (Englisch)
In the internationalisation of the higher education (HE) worldwide, there is
a drastic expansion of courses using English as a medium of instruction
(EMI) in non-native-English-speaking countries.
However, many EMI educators feel unprepared or inadequately supported, and
encounter multiple challenges when embarking on EMI teaching. Recent studies
have also uncovered tensions arising from EMI educators’ conflicting
perceived roles and professional identities, which impede EMI practices,
processes and student learning. Understanding how EMI educators negotiate
conflicting identities and develop an EMI teacher professional identity is
crucial for informing policies and support for EMI educators, and ultimately
their students. This comparative study will investigate EMI teachers’
professional identity in the HE in Germany and Vietnam, focusing on how they
negotiate roles and responsibilities and develop EMI teacher professional
identity in response to the demands of EMI teaching. Following a
mixed-method design, the project will generate data from an online survey,
semi-structured online individual interviews with EMI educators, and
collection of relevant artefacts readily available online. The insights
gained from this project will advance our understanding of EMI in the
internationalisation of HE and provide much needed empirical data on the
experiences of academics working in the rapidly expanding EMI contexts.
Zeitraum
01.06.2020 - 30.11.2020
Art der Finanzierung
Drittmittel
Projektleiter
  • Frau Prof. Dr. Sandra Bohlinger
Weitere Leiter (außerhalb des Lehrstuhls)
Dr. Kim Anh Dang
Finanzierungseinrichtungen
  • Monash University, Australia
Kooperationspartnerschaft
international
Zugeordnete Profillinie
Kultur und gesellschaftlicher Wandel
Relevant für den Umweltschutz
Nein
Relevant für Multimedia
Nein
Relevant für den Technologietransfer
Nein
Schlagwörter
EMI, Higher Education, Internationalisation
Berichtsjahr
2020
Stand: 28.07.2020