Contemporary Perspectives on English as a Medium of Instruction

Edited by:
Paul Iida, Akita International University

A volume in the series: Contemporary Perspectives on Learning Environments. Editor(s): Paul Iida, Akita International University. Erin A. Mikulec, Illinois State University. Hayriye Kayi-Aydar, University of Arizona.

Call for Chapters

About the Theme
English Medium Instruction (EMI) is the use of English to teach academic content in countries where English is not the first language. In 2014, Julie Dearden and the British Council published a comprehensive report on EMI and found that there is rapid growth in EMI around the globe and that there is often official government support for EMI programs. They also found a mix of attitudes, both enthusiastic and lukewarm support, in favor of EMI, but that one of the potential concerns is that EMI may leave those with a lower socio-economic status without access. Another concern in their findings was EMI might lead to the undermining of the first language and/or national identity.

The goal of this volume is to be a venue to explore many current perspectives on EMI, from empirical data to theoretical considerations, to putting the theory into practice in practical classroom applications. Chapters may examine K-12 and/or higher education contexts, specific institutions, countries, or regions, among just a few considerations.

Possible topics might address one or more of the following (but not at all limited to these topics):

• Effectiveness of language learning in EMI settings

• Attitudes toward EMI

• Practical applications of EMI

• Problems in implementing EMI

• Why students choose EMI over other educational settings

• Access (issues of privilege, socio-economic class) as it relates to EMI

• Policy issues with EMI

• Advantages and/or disadvantages of EMI during and after education

• Status in EMI contexts (attitudes toward those who have native-like ability)

• Issues that non-language faculty face teaching in EMI contexts

• Issues in learning content in EMI settings

• Teacher training/education for EMI contexts

Brief description of intent to submit: October 31, 2018
Initial drafts of chapters due: January 31, 2019
Feedback for revisions sent to authors: February 28, 2019
Final chapters due from authors: March 31, 2019
Volume submitted for publication: April 30, 2019

Please send a brief message to the editor by October 31, 2018 with a brief description of your intent to submit a chapter (working title, short description/abstract). Although chapter length is flexible, manuscripts should ideally be between 6,000 and 7,500 words (20-25 pages, double-spaced) and prepared following APA 6th edition formatting guidelines. Full manuscripts should be submitted by January 31, 2019 to Paul Miller at All chapters will go through a blind review process before a decision to publish is made.

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