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Description
The whole expansion of English as a medium for instruction in higher education in Vietnam is attributed to better job prospects because graduates are equipped with both English proficiency and disciplinary knowledge. On the other hand, it also reveals the gap between the expectations of EMI benefits and the actual teaching practices. English language proficiency requirement adds complexity to the program design and classroom practices. This paper aims to offer improvements to the curriculum of Economics related EMI courses at National economics university, which is trying to stay competitive and acquire strong academic identity via EMI programs. The central aim of this paper is to critically explore whether students of Economics related programs satisfy employers' requirements in terms of disciplinary knowledge, language, communication and employability skills for the target job roles. Gaps are then identified and recommendations are proposed for future curriculum design practices.
Keywords: EMI, EMI course design, job requirements, job prospects, employability.
