English language requirements for enrolment in EMI programs in higher education: A European case
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English language requirements for enrolment in EMI programs in higher education : A European case. / Dimova, Slobodanka.
I: Journal of English for Academic Purposes, Bind 47, 100896, 09.2020.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - English language requirements for enrolment in EMI programs in higher education
T2 - A European case
AU - Dimova, Slobodanka
PY - 2020/9
Y1 - 2020/9
N2 - While many studies investigate the validity of TOEFL and IELTS scores, as well as stakeholders’ opinions about their usefulness for international student admission at Anglophone universities, little is known about their utility and relevance for admission in English medium instruction (EMI) programs at non-Anglophone universities. The purpose of this study is to explore various political, economic, socio-cultural, and academic dimensions within a specific EMI context in order to build an argument regarding the usefulness of standardized English test score requirements by detailing the consequences that would result from the use of standardized test scores and the decisions based on their use within the EMI context. Data from a lecturer survey, interviews, and documents were used for the analysis. Based on the findings, the use of commercial English test scores will streamline the screening of all students based on English language proficiency and establish equality among different student groups. However, although these scores may provide a solution to some language-related issues in content learning in EMI, broader educational planning (e.g., secondary school education, teacher training, integrating content and language) may be necessary in order to achieve long-term positive effects and avoid political and ethical issues.
AB - While many studies investigate the validity of TOEFL and IELTS scores, as well as stakeholders’ opinions about their usefulness for international student admission at Anglophone universities, little is known about their utility and relevance for admission in English medium instruction (EMI) programs at non-Anglophone universities. The purpose of this study is to explore various political, economic, socio-cultural, and academic dimensions within a specific EMI context in order to build an argument regarding the usefulness of standardized English test score requirements by detailing the consequences that would result from the use of standardized test scores and the decisions based on their use within the EMI context. Data from a lecturer survey, interviews, and documents were used for the analysis. Based on the findings, the use of commercial English test scores will streamline the screening of all students based on English language proficiency and establish equality among different student groups. However, although these scores may provide a solution to some language-related issues in content learning in EMI, broader educational planning (e.g., secondary school education, teacher training, integrating content and language) may be necessary in order to achieve long-term positive effects and avoid political and ethical issues.
KW - Contextual factors
KW - EMI
KW - Language requirements
KW - Score utility
KW - University entry
UR - http://www.scopus.com/inward/record.url?scp=85088866023&partnerID=8YFLogxK
U2 - 10.1016/j.jeap.2020.100896
DO - 10.1016/j.jeap.2020.100896
M3 - Journal article
AN - SCOPUS:85088866023
VL - 47
JO - Journal of English for Academic Purposes
JF - Journal of English for Academic Purposes
SN - 1475-1585
M1 - 100896
ER -
ID: 247118051