DOI:
https://doi.org/10.14483/22487085.19439Published:
2024-09-12Issue:
Vol. 26 No. 2 (2024): CALJ : july-decemberSection:
Research ArticlesEMI pioneers
Exploring Professors’ Experiences with English as a Medium of Instruction in a Brazilian university
Pioneros de EMI
Keywords:
Inglés como medio de instrucción, educación superior, internacionalización, internacionalización en casa, política lingüística (es).Keywords:
English as a medium of instruction, higher education, internationalization, internationalization at home, language policy (en).Downloads
Abstract (en)
This study is part of a project aimed at mapping the implementation of English as a Medium of Instruction (EMI) at the Federal University of Santa Maria (UFSM). EMI is the use of English in teaching and learning content in curricular courses at universities where the language of instruction is not English (Dearden, 2014). The interest in EMI at the UFSM is linked to national and local internationalization policies. Despite the absence of a specific EMI policy at the UFSM, isolated EMI initiatives have been mapped (Rodrigues, 2019). This study examines perspectives of three professors regarding these initiatives to identify motivations, conditions, concerns, positive and negative outcomes, and needs. Data were collected from three sources: professors’ answers to an online questionnaire, interviews, and information retrieved from their curricula on the Lattes platform. Results indicate that the main characteristics of the EMI experiences are confidence in professors’ attitudes, support from the disciplinary community, and a pedagogical approach that emphasizes flexibility and diversity in students’ English use. These findings are expected to inform institutional actions related to EMI, such as policies and projects to support EMI professors and students.
Abstract (es)
El estudio forma parte de un proyecto destinado a mapear los intereses y necesidades de la Universidad Federal de Santa María (UFSM) para adoptar el Inglés como Medio de Instrucción (EMI). EMI es el uso del inglés en la enseñanza y en el aprendizaje de contenidos en cursos curriculares de universidades donde el idioma oficial no es el inglés (Dearden, 2014). El interés por el EMI en la UFSM está relacionado con las políticas nacionales de internacionalización de la educación superior y con el Plan de Desarrollo Institucional 2016-2026 local, donde la internacionalización figura como un reto primário. A pesar de la inexistencia de una política específica para EMI en la universidad, la modalidad es usada en algunas iniciativas aisladas (Rodrigues, 2019). El presente trabajo investiga estas iniciativas para identificar motivaciones, condiciones, preocupaciones, resultados positivos y negativos, y necesidades, del punto de vista de tres docentes. Los datos se generaron a partir de las respuestas a un cuestionario online, una entrevista online, e informaciones recuperadas de sus Currículum Vitae académicos. Los resultados muestran que las características principales de las experiencias con el EMI son una actitud de confianza en si mismos, apoyo de su comunidad disciplinaria y un enfoque pedagógico que enfatiza la flexibilidad y la diversidad en el uso del inglés por parte de los estudiantes. Se espera que estos hallazgos sirvan de base para proyectos institucionales dirigidas al EMI, como políticas y acciones de apoyos para docentes y estudiantes.
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