English Medium Instruction Policy Implementations in Turkish Higher Education


Hınız G.

The 11th International ELT Research Conference, Çanakkale, Türkiye, 3 - 05 Eylül 2020, ss.95

  • Basıldığı Şehir: Çanakkale
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.95

Özet

In an effort to become more globalized, universities’ internationalization process has recently increased the number of English medium programmes in Higher Education (HE) in non-Anglophone countries. Purpose of the present study is to examine English medium instruction (EMI) policy implementations in Turkish HE through the analysis of policy documents and numeric data. Data for the document analysis were collected through strategic plan documents, annual reports and catalogues of universities. The study employed a critical discourse analytical approach to examine the policy documents through word frequency and thematic content analysis. The study consists of two stages. The first stage intends to explore the trends and find out numeric data related to BA (Bachelor of Arts) EMI programmes in Turkish HE. Student Selection and Placement Centre’s (ÖSYM) Higher Education Programmes and Quotas Guide Booklet were used to present detailed datasets on the numbers and distribution of the BA EMI programmes. Data gathered using the guide booklet illustrated that most common EMI programmes are business and engineering programmes, and a great majority of EMI programmes are offered by foundation (private) universities. As no up-to-date data exist related to the numbers and distribution of the programmes, analysis of numbers of programmes provided a basis for understanding the educational language policies of universities. Universities having the highest number of EMI programmes were identified and motivators for the introduction of EMI programmes were investigated through relevant documents. Datasets, word frequency analysis and thematic content analysis of the texts indicated that there is an increasing interest for EMI programmes in Turkish HE particularly driven by internationalization and globalization purposes of universities. It is apparent in the documents involved in this study that primary motivators for universities in Turkish HE to introduce EMI programmes are to become more globalized, reach world standards, attract more global students, and prepare students who can be employed in the global market.