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Exploring Disciplinary Differences in English-Medium Instruction

What is it about?

In this article, I study the influence of disciplinary knowledge structures and literacies on lecturers’ and students’ linguistic needs in English-Medium Instruction courses in higher education. Through a case study of two Belgian engineering programs (one in bio-science engineering and one in industrial design engineering), I make the case for intra-institutional differentiation in terms of language policy design and the provision of support mechanisms. Specifically, I underline the need for EMI policy and implementation frameworks which embrace discipline-specific and activity-sensitive functional attunement and include attention to lecturer discretion.

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Alexander De Soete
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