Speakers
Description
English Medium Instruction (EMI) is on the rise as a key strategy to internationalize the education system in Vietnam. This is evident in the growing number of international schools and international programs at higher education institutions as well as K-12 schools where subjects are taught in English. Despite EMI being often defined as strictly content-driven and not language-driven, many students choose to enroll in EMI programs hoping to improve their English proficiency, an outcome that a number of institutions either explicitly or implicitly promise. This trend raises critical questions: does mere exposure to subjects in English guarantee English language acquisition? If not, what measures must an EMI program adopt to realize the goal of enhancing students' English language skills?
This presentation argues that EMI programs should integrate language objectives into their curricula and advocates for implementing Content and Language Integrated Learning (CLIL) methodology to facilitate the delivery of these language objectives. The presentation commences with a brief theoretical review of EMI and CLIL, subsequently analyzing a case study of a virtual K-12 international school in Vietnam. This case study will underscore how CLIL practices are woven into all aspects of the program, from curriculum development, teacher training, assessment, English Language Development programs, and other learning enhancement services. Toward the end, the speakers will reflect on the successes and challenges encountered in the implementation of CLIL within the EMI context, offering insights from the perspectives of both administrators and teachers.
