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English as a Medium of Instruction in Postcolonial Contexts

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African education systems
Alison Buckler
Angeline M. Barrett
Anna Kristina Hultgren
Barbara Trudell
Category=CFDM
Category=JN
Category=JNA
classroom language practices
Classroom Translanguaging
Comparative Education
Critical Cultural Political Economy
David Bainton
Early Grade Reading Assessment
Education Ensembles
Education System
educational equity analysis
educators
EFL Skill
Elizabeth J. Erling
EMI
EMI Education
EMI Policy
English
English Medium Curriculum
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Facilitate English Learning
Francophone Cameroon
inclusive language instruction strategies
John Clegg
John Simpson
Kuchah Kuchah
L2 Medium Education
language policy research
Language Support Strategies
Language Supportive Learning
language-in-education
Learner Focus Groups
learning
Leon Tikly
Lina Adinolfi
Literature Review
Local HEIs
Low Cost Private Schools
Mark Mukorera
Matt Kedzierski
Medium
MOI Policy
mother tongue
Multilingual Education
multilingual education studies
postcolonial pedagogy
Rigorous Literature Review
South Africa's Language Policy
South Africa’s Language Policy
Transitional Bilingual Education Model
Young Man
Zambian Language
Zubeida Desai

Product details

  • ISBN 9781138564022
  • Weight: 453g
  • Dimensions: 174 x 246mm
  • Publication Date: 05 Dec 2017
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Almost all low- and middle-income postcolonial countries now use English or another dominant language as the medium of instruction for some, if not all, of the basic education cycle. Much of the literature about language-in-education in such countries has focused on the instrumentalist value of English, on one side, and the rights of learners to high quality mother tongue-based education, on the other. The polarised nature of the debate has tended to leave issues related to the processes of learning in English as a Medium Instruction (EMI) classrooms under-researched.

This book aims to provide a greater understanding of the existing challenges for learners and educators and potential strategies that can support more effective teaching and learning in EMI classrooms. Contributions illustrate the impact that learning in English has on learners in a range of regional, national and local contexts and put forward theoretical and empirical analyses to support more relevant and inclusive educational policies. This volume was originally published as a special issue of Comparative Education.
About
Lizzie O. Milligan is a Lecturer in International Education at the University of Bath, UK. Her research focuses on issues of social justice, rights and educational quality in low income countries. She particularly explores the disjuncture between policy and practice and the impact this has on inequalities in learning experiences and outcomes. Recent work has considered this in relation to language of instruction, educational resources and gender. Leon Tikly is Professor in Education at the School of Education, University of Bristol, UK. His areas of expertise are in the quality of education in low income countries, including a focus on medium of instruction and in the achievement of Black and Minority Ethnic learners in the UK and in Europe.