Emerging assessment needs and solutions in EMI in higher education

References

1. Ball, P., & Lindsay, D.
   (2012) Language demands and support for English-medium instruction in tertiary education: Learning from a specific context. InA. Doiz, D. Lasagabaster & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp.44–62). Multilingual Matters. 10.21832/9781847698162‑007
   https://doi.org/10.21832/9781847698162-007 [Google Scholar]
2. Bazo, P., González, D., Centellas, A., Dafouz, E., Fernández, A., & Pavón, V.
   (2017) Documento marco de política lingüística para la internacionalización del sistema universitario Español [Linguistic policy for the internationalisation of the Spanish university system: A framework document]. Conferencia de Rectores de las Universidades. https://www.crue.org/wp-content/uploads/2020/02/Marco_Final_Documento-de-Politica-Linguistica-reducido.pdf
   [Google Scholar]
3. Björkman, B.
   (2010) So you think you can ELF: English as a lingua franca as the medium of instruction. HERMES-Journal of Language and Communication in Business, 23(45), 77–96. 10.7146/hjlcb.v23i45.97348
   https://doi.org/10.7146/hjlcb.v23i45.97348 [Google Scholar]
4. Björkman, B.
   (2011) Pragmatic strategies in English as an academic lingua franca: Ways of achieving communicative effectiveness?Journal of Pragmatics, 43, 950–964. 10.1016/j.pragma.2010.07.033
   https://doi.org/10.1016/j.pragma.2010.07.033 [Google Scholar]
5. Breeze, R., & Miller, P.
   (2008) Predictive validity of the IELTS Listening Test as an indicator of student coping ability in Spain. IELTS research reports. https://www.ielts.org/-/media/research-reports/ielts_rr_volume12_report5.ashx
   [Google Scholar]
6. Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J.
   (2011) English-medium teaching in Korean higher education: Policy debates and reality. Higher Education, 62(4), 431–449. 10.1007/s10734‑010‑9397‑4
   https://doi.org/10.1007/s10734-010-9397-4 [Google Scholar]
7. Carless, D.
   (2016) Feedback as dialogue. InM. A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp.1–6). Springer. 10.1007/978‑981‑287‑532‑7_389‑1
   https://doi.org/10.1007/978-981-287-532-7_389-1 [Google Scholar]
8. Chopin, K. R.
   (2016) More Danish, more English: Language policy, language use, and medium of instruction at a Danish university [Unpublished PhD thesis, University of Copenhagen]. https://curis.ku.dk/portal/files/170476653/Ph.d._afhandling_2016_Chopin.pdf
   [Google Scholar]
9. Cots, J. M.
   (2012) Introducing English-medium instruction at the University of Lleida, Spain: Intervention, beliefs and practices. InA. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp.106–128). Multilingual Matters. 10.21832/9781847698162‑010
   https://doi.org/10.21832/9781847698162-010 [Google Scholar]
10. Dafouz, E., & Camacho-Miñano, M. M.
    (2016) Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57–67. 10.1016/j.esp.2016.06.001
    https://doi.org/10.1016/j.esp.2016.06.001 [Google Scholar]
11. Dearden, J.
    (2014) English as a medium of instruction-a growing global phenomenon. British Council. https://www.britishcouncil.es/sites/default/files/british_council_english_as_a_medium_of_instruction.pdf
    [Google Scholar]
12. Dimova, S.
    (2020a) English language requirements for enrolment in EMI programs in higher education: A European case. Journal of English for Academic Purposes, 47, Article 100896. 10.1016/j.jeap.2020.100896
    https://doi.org/10.1016/j.jeap.2020.100896 [Google Scholar]
13. Dimova, S.
    (2020b) The role of feedback in the design of a testing model for social justice. Journal of Contemporary Philology, 3(1), 21–34. 10.37834/JCP2030021d
    https://doi.org/10.37834/JCP2030021d [Google Scholar]
14. Dimova, S.
    (2020c) Language assessment of EMI content teachers: What norms. InM. Kuteeva, K. Kaufhold, & N. Hynninen (Eds.), Language perceptions and practices in multilingual universities (pp.351–378). Palgrave Macmillan. 10.1007/978‑3‑030‑38755‑6_14
    https://doi.org/10.1007/978-3-030-38755-6_14 [Google Scholar]
15. Dimova, S.
    (2021a) Language assessment in English medium instruction. InH. Mohebbi & C. Coombe (Eds.) Research questions in language education and applied linguistics (pp.333–337). Springer. 10.1007/978‑3‑030‑79143‑8_59
    https://doi.org/10.1007/978-3-030-79143-8_59 [Google Scholar]
16. Dimova, S.
    (2021b) Certifying lecturers’ English language skills for teaching in English-medium instruction programs in higher education. ASp. la revue du GERAS, 79, 29–47. 10.4000/asp.7056
    https://doi.org/10.4000/asp.7056 [Google Scholar]
17. Dimova, S., Hultgren, A. K., & Kling, J.
    (2021) Englishization in Danish higher education. InR. Wilkinson, & R. Gabriëls (Eds.), The Englishization of higher education in Europe (pp.143–162). Amsterdam University Press. https://library.oapen.org/bitstream/handle/20.500.12657/51121/9789048553914.pdf?sequence=1
    [Google Scholar]
18. Dimova, S., & Kling, J.
    (2015) Lecturers’ English proficiency and university language policies for quality assurance. InR. Wilkinson, & M. L. Walsh (Eds.), Integrating content and language in higher education: From theory to practice. Selected papers from the 2013 ICLHE conference (pp.50–65). Peter Lang.
    [Google Scholar]
19. Dimova, S., & Kling, J.
    (2018) Assessing English-medium instruction lecturer language proficiency across disciplines. TESOL Quarterly, 52(3), 634–656. 10.1002/tesq.454
    https://doi.org/10.1002/tesq.454 [Google Scholar]
20. Dimova, S., & Kling, J.
    (2020) Current considerations on ICL in multilingual universities. InS. Dimova & J. Kling (Eds.), Integrating content and language in higher education. Springer. 10.1007/978‑3‑030‑46947‑4_1
    https://doi.org/10.1007/978-3-030-46947-4_1 [Google Scholar]
21. Dimova, S., Yan, X., & Ginther, A.
    (2020) Local language testing: Design, implementation, and development. Routledge. 10.4324/9780429492242
    https://doi.org/10.4324/9780429492242 [Google Scholar]
22. Doiz, A., Lasagabaster, D., & Sierra, J. M.
    (2011) Internationalisation, multilingualism and English-medium instruction. World Englishes, 30(3), 345–359. 10.1111/j.1467‑971X.2011.01718.x
    https://doi.org/10.1111/j.1467-971X.2011.01718.x [Google Scholar]
23. Duong, V. A., & Chua, C. S.
    (2016) English as a symbol of internationalization in higher education: A case study of Vietnam. Higher Education Research and Development, 35(4), 669–683. 10.1080/07294360.2015.1137876
    https://doi.org/10.1080/07294360.2015.1137876 [Google Scholar]
24. Elder, C., & Read, J.
    (2015) Post-entry language assessments in Australia. InJ. Read (Ed.), Assessing English proficiency for university study (pp.25–46). Palgrave Macmillan. 10.1057/9781137315694_2
    https://doi.org/10.1057/9781137315694_2 [Google Scholar]
25. Gundermann, S., & Dubow, G.
    (2018) Ensuring quality in EMI: Developing an assessment procedure at the University of Freiburg. Bulletin VALS-ASLA, 107, 113–125.
    [Google Scholar]
26. Halbach, A., & Lazaro, A.
    (2015) La acreditación del nivel de lengua Inglesa en las universidades Españolas. Actualización 2015 [The accreditation of English language level in Spanish universities 2015]. Universidad de Alcalá. British Council.
    [Google Scholar]
27. Hellekjær, G. O.
    (2009) Academic English reading proficiency at the university level: A Norwegian case study. Reading in a Foreign Language, 21(2), 198–222.
    [Google Scholar]
28. Horie, M.
    (2017) Faculty training for non-native speakers of English at Japanese universities: Effective English-medium teaching for a culturally diversified student population. InA. Bradford & H. Brown (Eds.), English-medium instruction in Japanese higher education (pp.207–221). Multilingual Matters. 10.21832/9781783098958‑016
    https://doi.org/10.21832/9781783098958-016 [Google Scholar]
29. Hultgren, A. K., Owen, N., Shrestha, P., Kuteeva, M., & Mežek, Š.
    (2022) Assessment and English as a medium of instruction: Challenges and opportunities. Journal of English-Medium Instruction, 1(1), 105–123. 10.1075/jemi.21019.hul
    https://doi.org/10.1075/jemi.21019.hul [Google Scholar]
30. InterUniversity Testing Consortium
    InterUniversity Testing Consortium (2022) ITACE for Students. Retrieved fromhttps://www.itace.be/students/
    [Google Scholar]
31. Kantarcıoğlu, E., Thomas, C., O’Dwyer, J., & O’Sullivan, B.
    (2010) The COPE linking project: A case study. InW. Martyniuk (Ed.), Relating language examinations to the Common European Framework of Reference for Languages: Case studies and reflections on the use of the Council of Europe’s draft manual (pp.102–116). Cambridge University Press.
    [Google Scholar]
32. Kirkgöz, Y.
    (2005) Motivation and student perception of studying in an English-medium university. Journal of Language and Linguistic Studies, 1(1), 101–123.
    [Google Scholar]
33. Klaassen, R., & Bos, M.
    (2010) English language screening for scientific staff at Delft University of Technology. Hermes–Journal of Language and Communication Studies, 45, 61–75. 10.7146/hjlcb.v23i45.97347
    https://doi.org/10.7146/hjlcb.v23i45.97347 [Google Scholar]
34. Kling, J., & Dimova, S.
    (2015) The Test of Oral English for Academic Staff (TOEPAS): Validation of standards and scoring procedures. InA. Knapp & K. Aguado (Eds.), Fremdsprachen in Studium und Lehre – Chancen und Herausforderungen für den Wissenserwerb [Foreign languages for studying and teaching – Opportunities and challenges for knowledge acquisition], (pp.247–268.). Peter Lang.
    [Google Scholar]
35. Kling, J., & Hjulmand, L. L.
    (2008) PLATE–Project in language assessment for teaching in English. InR. Wilkinson & V. Zegers (Eds.), Realizing content and language integration in higher education (pp.191–200). Maastricht University.
    [Google Scholar]
36. Komori-Glatz, M., & Smit, U.
    (2021) Exploratory interactive explaining (EXINTEX): Constructing disciplinary knowledge in two multilingual university settings. Applied Linguistics, 43(2). 10.1093/applin/amab023
    https://doi.org/10.1093/applin/amab023 [Google Scholar]
37. Kurtán, Z.
    (2006) On assessing students’ entry competences for English medium higher education programmes in Hungary. InR. Wilkinson & V. Zegers (Eds.) Bridging the assessment gap in English-medium higher education (pp.77–91). AKS-Verlag.
    [Google Scholar]
38. Macaro, E.
    (2018) English medium instruction. Oxford University Press. 10.30687/978‑88‑6969‑227‑7/001
    https://doi.org/10.30687/978-88-6969-227-7/001 [Google Scholar]
39. Molino, A., Dimova, S., Kling, J. & Larsen, S.
    (2022) The evolution of EMI research in European higher education. Routledge. 10.4324/9781003150923
    https://doi.org/10.4324/9781003150923 [Google Scholar]
40. O’Dwyer, J., Kantarcıoğlu, E., & Thomas, C.
    (2018) An investigation of the predictive validity of the TOEFL iBT test at an English- medium university in Turkey. ETS Research Report Series, 2018(1), 1–13. 10.1002/ets2.12230
    https://doi.org/10.1002/ets2.12230 [Google Scholar]
41. Owen, N., Shrestha, P. N., & Hultgren, A. K.
    (2021) Researching academic reading in two contrasting English as a medium of instruction contexts at a university level (No. RR-91). Educational Testing Service. 10.1002/ets2.12317
    https://doi.org/10.1002/ets2.12317 [Google Scholar]
42. Pecorari, D.
    (2020) English medium instruction: Disintegrating language and content?InS. Dimova & J. Kling (Eds.), Integrating content and language in multilingual universities (pp.15–36). Springer. 10.1007/978‑3‑030‑46947‑4_2
    https://doi.org/10.1007/978-3-030-46947-4_2 [Google Scholar]
43. Pecorari, D., & Malmström, H.
    (2018) At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497–515. 10.1002/tesq.470
    https://doi.org/10.1002/tesq.470 [Google Scholar]
44. Pecorari, D., & Malmström, H.
    (2022) Introducing the Journal of English-Medium Instruction. Journal of English-medium instruction, 1(1), 1–6. 10.1075/jemi.00001.int
    https://doi.org/10.1075/jemi.00001.int [Google Scholar]
45. Pulcini, V., & Campagna, S.
    (2015) Internationalization and the controversy in Italian higher education. InS. Dimova, A. K. Hultgren & C. Jensen (Eds.), English-medium instruction in European higher education: English in Europe (pp.65–87). De Gruyter Mouton.
    [Google Scholar]
46. Read, J.
    (2015) The DELNA programme at the University of Auckland. InJ. Read (Ed.) Assessing English proficiency for university study (pp.47–69). Palgrave Macmillan. 10.1057/9781137315694_3
    https://doi.org/10.1057/9781137315694_3 [Google Scholar]
47. Rose, H., & McKinley, J.
    (2018) Japan’s English-medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111–129. 10.1007/s10734‑017‑0125‑1
    https://doi.org/10.1007/s10734-017-0125-1 [Google Scholar]
48. Rose, H., Curle, S., Aizawa, I., & Thompson, G.
    (2020) What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149–2161. 10.1080/03075079.2019.1590690
    https://doi.org/10.1080/03075079.2019.1590690 [Google Scholar]
49. Saarinen, T., & Nikula, T.
    (2013) Implicit policy, invisible language: Policies and practices of international degree programmes in Finnish higher education. InA. Doiz., D. Lasagabaster., & J. Sierra. (Eds.), English-medium instruction at universities: Global challenges (pp.131–150). Multilingual Matters. 10.21832/9781847698162‑011
    https://doi.org/10.21832/9781847698162-011 [Google Scholar]
50. Schoepp, K.
    (2018) Predictive validity of the IELTS in English as a medium of instruction. Higher Education Quarterly, 72(4), 271–285. 10.1111/hequ.12163
    https://doi.org/10.1111/hequ.12163 [Google Scholar]
51. Sert, N.
    (2008) The language of instruction dilemma in the Turkish context. System, 36(2), 156–171. 10.1016/j.system.2007.11.006
    https://doi.org/10.1016/j.system.2007.11.006 [Google Scholar]
52. Suviniitty, J.
    (2012) Lectures in English as a lingua franca: Interactional features. [Unpublished PhD thesis, Aalto University] https://aaltodoc.aalto.fi/bitstream/handle/123456789/7725/isbn9789526036267.pdf?sequence=1&isAllowed=y
    [Google Scholar]
53. Transnational Alignment of English Competences of Academ Staff (TAEC)
    Transnational Alignment of English Competences of Academ Staff (TAEC) (2019) TAEC EMI Handbook. https://cip.ku.dk/english/projects-and-collaborations/taec/TAEC_Handbook_FEB_2020_NoEdit.pdf
    [Google Scholar]
54. van Splunder, F.
    (2016) Language ideologies regarding English-medium instruction in European higher education: Insights from Flanders and Finland. InE. W. Barakos & J. Unger (Eds.), Discursive approaches to language policy (pp.205–230). Palgrave Macmillan. 10.1057/978‑1‑137‑53134‑6_9
    https://doi.org/10.1057/978-1-137-53134-6_9 [Google Scholar]
55. van Splunder, F.
    (2021) Higher education in Flanders: English as the “other” language. InR. Gabriels & R. Wilkinson (Eds.), Englishization of European higher education (pp.37–56). Amsterdam University Press. 10.2307/j.ctv21ptzkn.5
    https://doi.org/10.2307/j.ctv21ptzkn.5 [Google Scholar]
56. Vlaamse Codex [Flemish Legal Code] (2012, 13July). Decreet betreffende de integratie van de academische hogeschoolopleidingen in de universiteiten. [Decree concerning the integration of academic higher education courses in the universities]. https://codex.vlaanderen.be/Portals/Codex/documenten/1022449.html
    [Google Scholar]
57. Wiliam, D.
    (2011) What is assessment for learning?Studies in educational evaluation, 37(1), 3–14. 10.1016/j.stueduc.2011.03.001
    https://doi.org/10.1016/j.stueduc.2011.03.001 [Google Scholar]
58. Wilkinson, R., & Zegers, V.
    (2006) Assessing incipient linguistic competences: An institutional perspective. InR. Wilkinson, V. Zegers (Eds.), Bridging the assessment gap in English-medium higher education (pp.61–76). AKS-Verlag.
    [Google Scholar]
59. Yan, X., Thirakunkovit, S. P., Kauper, N. L., & Ginther, A.
    (2016) What do test-takers say?: Test-taker feedback as input for quality management of a local oral English proficiency test. InJ. Read (Ed.), Post-admission language assessment of university students (pp.113–136). Springer. 10.1007/978‑3‑319‑39192‑2_6
    https://doi.org/10.1007/978-3-319-39192-2_6 [Google Scholar]
60. Yang, M., O’Sullivan, P. S., Irby, D. M., Chen, Z., Lin, C., & Lin, C.
    (2019) Challenges and adaptations in implementing an English-medium medical program: A case study in China. BMC Medical Education, 19(1), 1–8. 10.1186/s12909‑018‑1452‑3
    https://doi.org/10.1186/s12909-018-1452-3 [Google Scholar]