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• W3772461 abstract "nnnn The internationalisation of higher education has provided the impetus for the introduction of English as a medium of instruction (EMI) in tertiary education in non-dominant English speaking countries across the world. Studies investigating the implementation of EMI at the tertiary level generally have found that tertiary students in various parts of Asia, Africa and Europe generally are perceived to have limited English proficiency and therefore, find it difficult to negotiate learning in English. Malaysia has taken the drastic step of reinstating EMI in public universities, believing that the economy is intertwined with the quality of its human capital, and that possessing mastery of English is critical to that capital development in a globalised world and to the polityrs aspiration to internationalise its higher education. The reinstatement of EMI in public universities has led to several problems including: a significant number of students not having appropriate proficiency in English to negotiate tertiary studies; the change to EMI has not been formally codified in written form; and different understandings exist among academic staff about whether or not EMI marks a change of language policy. Given that macro EMI policy is central to national aspirations for development, and that there are varying levels of English proficiency among the undergraduates, this thesis used a macro language-in-education policy and planning perspective as well as the micro lens provided by language management theory (LMT) to examine the implementation of EMI in one public university in Malaysia.The purpose of the study was to understand the universityrs response to the push for EMI in the context of mandatory implementation of EMI policies. This was achieved through an investigation of the students and lecturersr (micro) ways of negotiation of teaching and learning in their non-dominant language; and how the organisational structures (meso level) within the university in turn responded to the needs of staff and students. nnnn The research design was underpinned by the epistemological assumptions of LMT (Jernudd a Neustupnỳ, 1987). A qualitative research case study methodology was used to collect data which consisted of interviews with multiple stakeholders including a university executive, personnel of support structures, content-area lecturers and students; classroom observations; and documents ranging from policies to classroom artefacts. nnnn The key findings from the analysis of the policies indicated that the provision of EMI was worded implicitly to accommodate to the sensitivity of the language policy issue in Malaysia. This factor masked the role of content-area lecturers and the role of the EMI classroom in policy making and implementation. The key findings from the implementation of EMI indicated that there were complexities of the translation of the policy into practice, and consequently the policy not being implemented in the way it was envisioned by macro policy makers. The role of lecturers and the role of EMI in the classroom in strengthening studentsr language proficiency were not understood by lecturers, who were implicitly placed as the actors who were required to meet the macro policy goals. The key findings related to the provision of organised management, indicated that the university had responded to the implementation of the mandated EMI policy by providing support to lecturers and students. However, these support provisions were viewed differently by the participants to the ways they were intended. These findings indicated that EMI as a policy was not understood by the lecturers and students at the micro level. This has implications for the success of this macro language planning strategy. Thus, the overall findings indicate that the effectiveness of this EMI language planning initiative lies with the individual agency of the content-area lecturers if it is to work. The findings of this study add to our understanding of the impact of globalisation on language-in-education policy and planning in local contexts. Specifically, this study uses insights from LMT to provide a deeper understanding of the complexities of language planning development in Malaysia where English lacks the official status as a medium-of-instruction." @default.
• W3772461 created "2016-06-24" @default.
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• W3772461 date "2013-01-01" @default.
• W3772461 modified "2023-09-26" @default.
• W3772461 title "Language policy and planning in Malaysia: managing English-medium instruction at tertiary level" @default.
• W3772461 hasPublicationYear "2013" @default.
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