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The use of English in education has several geopolitical implications:

1. Language Dominance: It establishes English as a global language, giving countries that speak it an advantage in fields like business and science.

2. Cultural Exchange: Teaching in English facilitates access to diverse resources and ideas, promoting cultural understanding but potentially marginalizing local languages.

3. International Relations: Countries proficient in English can strengthen alliances and participate more effectively in global discussions, shifting power dynamics.

4. Global Competition: Increased English education can attract international talent and investment, influencing decisions on where to study or work.

5. Cultural Identity: Emphasizing English can create tensions between local identities and global influences, leading to a potential loss of cultural connection.

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For managers:

Training programs

Professional Development

For Staff and Teachers:

Mentorship

Resource Centers

For Students:

Tutoring Service

Language Assistance

Professional Development: Training programs focused on EMI strategies, curriculum design, and language proficiency.

Policy Frameworks: Guidelines to ensure effective implementation of EMI, addressing both academic and administrative aspects.

Resource Allocation: Budgeting for necessary materials, technology, and staffing to support EMI.

Language Support Services: Offering tutoring and workshops tailored to students' proficiency levels, particularly in contexts where EMI is optional or mandatory, ensuring they can succeed in their courses.

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The use of English could shape student's language identity, could provide cultural exchange, so this could provoke personal changes in each student depending on how the inmersion of English is used.

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It all depends on the attitude teachers have towards their profession, as the results depend on it. It is possible to apply the awareness of an interactive and learner-centered approach by engaging them in a critical discussion of their language in the classroom. But it also depends on proper curriculum planning, coherent and relevant lessons according to the needs of the learners. Ongoing assessment,it is important to monitor students' progress and adjustments in instruction. Finally, development of cognitive skills and cultural awareness are also key elements of CLIL for most practitioners.

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The main implications for students involved in English-Medium Instruction (EMI) programs vary based on several key factors:

1. Educational Level: While EMI is applied across all educational levels, it’s increasingly prevalent in tertiary education.

2. Degree of Coverage: The extent to which EMI is implemented—whether in specific courses or entire programs—affects students' exposure to English.

3. Location: EMI's implications differ significantly based on geographical and institutional context.

4. Language Policies: Students' experiences are shaped by policies on the languages used for instruction and support.

5. Optionality: If EMI is optional, students who choose it may be more motivated or confident in their English abilities, potentially leading to a more positive learning experience.

6. Relationship to English Language Teaching: EMI’s approach to language learning varies widely. Some programs treat English as a medium without explicit language learning objectives, which can benefit students with advanced English skills but may disadvantage those still developing proficiency.

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Before implementation:

Faculty Preparation:

Language Proficiency: Ensure faculty members possess adequate English language proficiency to effectively teach their subjects in English. This may involve language assessments, training programs, or workshops.

Pedagogical Training: Provide faculty with training on teaching methods and strategies suitable for EMI, including techniques for adapting content and assessments to an English medium.

Student Preparation:

Language Assessment: Evaluate students' English language proficiency to identify those who may need additional support.

Language Support: Offer language support services, such as English language courses or tutoring, to help students improve their language skills.

Curriculum Adaptation:

Content Review: Review and potentially adapt course content to ensure it is suitable for delivery in English and aligns with the intended learning outcomes.

Assessment Modification: Modify assessment methods to accommodate the use of English as the medium of instruction.

During implementation

Student Support:

Language Support Services: Continue to provide language support services to students throughout their studies.

Academic Advising: Offer academic advising to help students navigate the challenges of EMI and ensure they are on track to meet their academic goals.

Monitoring and Evaluation:

Data Collection: Collect data on student performance, faculty satisfaction, and other relevant indicators to assess the effectiveness of the EMI program.

Regular Evaluation: Conduct regular evaluations of the EMI program to identify areas for improvement and make necessary adjustments.

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What is needed to ensure that quality teaching and learning takes place?

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How will we ensure that the same high levels of academic achievement are reached in both the subject and in English?

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To ensure high levels of academic achievement in both the subject and in English, we can implement bilingual teaching strategies that strengthen language skills in both languages. This includes using resources in both English and the subject's language to build specific academic vocabulary, integrating activities that connect subject concepts with the language, and assessing students in both languages to measure comprehensive understanding. Additionally, teachers can receive training in CLIL (Content and Language Integrated Learning) methodology to facilitate learning in a multilingual context.

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Who will support both teachers and learners in this new venture?

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1. Institutional Support and Policies: Establishing language policies and resource centers to guide EMI practices and offer academic language resources.

2. Teacher Training: Providing professional development on blending content and language instruction, collaborative planning, and access to pedagogical networks.

3. Student Language Support: Screening for proficiency, offering bilingual resources, and providing learning technologies to support English comprehension.

4. Curricular and Extracurricular Aid: Offering academic writing/speaking courses, tutoring, and CLIL (Content and Language Integrated Learning) strategies.

5. Evaluation and Adaptation: Implementing feedback mechanisms and tracking language outcomes to adjust support as needed.

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What support systems are in place for managers, staff, teachers and students?

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What needs to change at a university before and during the implementation of EMI?

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Why does the use of English to educate our students has many geopolitical implications?

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Why does the use of English to educate our students have many sociocultural implications?

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What are the implications for students?