This edited volume presents eleven empirical papers reporting the existing literature and the results of an original study focusing on EMI (English as a medium of instruction) in a particular area (Central and Eastern Europe, Western and Southern Europe, Nordic/Baltic countries, Central Asia, the Middle East, East Asia, South-East Asia, North Africa, Sub-Saharan Africa, South Asia, and Latin America). Each of these different areas tends to have its own ways of dealing with the EMI issue, and these are brought together in a meta-analysis in the final chapter. Implications for the conduct of English as a medium of instruction are drawn, both on a chapter-by-chapter basis and also in the meta-analysis. The examination of EMI on a contextual basis is a unique feature of this book, setting it apart from others in the field, which almost all deal with a single or limited context. The volume will be of interest to policymakers, institutional heads, graduate students and their teachers, and to thesis writers and researchers.

Aims to cover and compare a comprehensive range of contexts Is written in a reader-friendly style Emphasizes how EMI is practiced in multiple contexts, although theoretically sound

Autorentext

Prof. Dr Carol Griffiths has been a teacher, manager, and teacher trainer ofELT for many years. She has taught in many places around the world, includingNew Zealand, Indonesia, Japan, China, North Korea, Turkey, and UK. She iscurrently working as a professor for Girne American University in North Cyprus, asa research fellow for the University of Leeds (UK), and also as research professorat Auckland Institute of Studies in New Zealand. She has presented at numerousconferences and published widely, including her books Lessons from GoodLanguage Learners, The Keys to Highly Effective English Learning, DevelopingTeacher Autonomy through Action Research, The Strategy Factor in SuccessfulLanguage Learning, Lessons from Good Language Teachers and IndividualDifferences in Successful Language Learning. Language learning strategies,individual differences, teacher education and support, English as a medium ofinstruction, English as a lingua franca, action research, and using literature to teachlanguage are her major areas of research interest.Specifically in the area of EMI, her teaching experience has always been inEnglish, so she is well aware of the problems faced by non-native English speakingstudents. In addition, she had an article published in ELT Journal on the subjectwith co-author Adem Soruc: 1. Soruç, A. & Griffiths, C. (2018). English as a medium of instruction: students'strategies. ELTJ, 72/1, 38-48. (SSCI).

Inhalt
Emi in eastern/Central Europe.- Emi in wester/Southern Europe.- Emi in Scandinavia.- Emi in Turkey.- Emi in Central Asia.- Emi in the Middle East.- Emi in Israel.- Emi in East Asia.- Emi in Korea.- Emi in Japan.- Emi in south-east Asia.- Emi in sub-Saharan Africa.- Emi in North Africa.- Emi in Latin America.- Emi in the Indian sub-continent.- Conclusion.