Personal Blogs

A few months ago, there was a report on how there was a backlash against EMI (English as a Medium of Instruction) in the Netherland and an article in The Guardian today shows how it is becoming an election issue https://www.theguardian.com/world/2023/nov/17/dutch-universities-slam-proposal-cap-foreign-students-omtzigt

It sees to show that the British government is not the only government is not the only political party that seems to be undermining one of the most successful parts of their economy.  It is very clear that internationalisation and the use of experts from all over the world has been very important in all kinds of innovations.

I came across this article in the THES on the use of English in Dutch universities.

https://www.timeshighereducation.com/news/dutch-universities-defend-growth-english-courses

I was very struck by figure of 60 per cent of courses being taught in English.

For the past couple of summers, I have been working at the University of Reading on courses for English for Academic Purposes lecturers from universities in China and I have taught one group of these teachers this year. 

However, there is a new course that is about to start its second week.  This is for teachers of other subjects at Chinese universities who are interested in teaching through English (English as a Medium of Instruction).  This is an interesting new angle on my work as the focus is on the methodology of teaching through language, which resonates with the ideas of writers like Halliday (2004[1980]).  So, there is a need to focus on meaning and intelligibility to an even greater extent than usual and there is perhaps less of a focus on accuracy,

Halliday, M.A.K. (2004 [1980]) ‘Three aspects of children’s language development: learning language, learning through language, learning about language’, in Halliday, M.A.K. (ed.) The Language of Early Childhood: Vol. 4 The Collected Works of M.A.K. Halliday, London, Continuum.

I went to a meeting about this in Milton Keynes on Friday.  I think there are many advantages to increasing the amount of collaboration between tutors and also in allowing students more opportunities for tuition. 

There seems to be an expectation amongst some of the OU management that this will lead to improved retention and progression.  However, as far as I can see, it is mainly the very strong students that make use of the extra opportunities for tuition.

Another LRB article on universities that questions some assumptions about Ivy League universities and the way that the government seems to be uncritical.

http://www.lrb.co.uk/v33/n10/howard-hotson/dont-look-to-the-ivy-league

The following is a key quote:

"Might markets have the beneficial side effect of driving up academic standards? Much depends on the measure you use; but the academic standard that markets are most likely to drive up is the one that matters most to high-fee-paying students: marks. Way back when, the average mark in the US was supposed to be a C. Nowadays, the more expensive the university, the higher the average mark, with the average in private universities now an A-minus. Why is grade inflation so closely correlated with fee inflation? The reason can easily be guessed. If you’ve attended one of America’s hundred costliest colleges or universities and paid upwards of $200,000 for a four-year degree, then it had better be a good one."