In this post, we talk with Dr. Kari Sahan, Head of Research and senior trainer at Oxford EMI, to find out more about her research into EMI.

Dr. Kari Sahan, Head of Research and senior trainer at Oxford EMI and Leverhulme Early Career Fellow at the University of Oxford’s Department of Education sat down with senior trainer Simon to discuss some key themes from her extensive research.

Strategic translanguaging

Simon: You’ve written extensively about how teachers use code-switching or translanguaging to clarify complex topics or concepts. In an ideal EMI setting, how should universities train lecturers to use students’ first language(s) strategically, while at the same time recognising the dual aims of EMI programmes to learn content and develop language skills?

Dr. Sahan: First of all, we need to recognise that EMI is an inherently multilingual space: teachers and students are bilinguals, or multilinguals, and we need to respect this diversity of languages and cultures in EMI. In fact, I think this is a strength of EMI, and it ties right in with many universities’ goals around internationalisation. 

And so I feel strongly that all students’ language skills should be recognised and encouraged in the EMI classroom. EMI does not mean banning or avoiding the first language. There are many ways in which teachers can encourage students to use both, or all, of their languages to engage with academic content and learning. This might include peer to peer interaction, or encouraging students to move between languages by, for example, reading in one language and then summarising in another. 

Now, importantly, we need to make sure that all students, including international students, feel included and respected in the classroom. And so these multilingual practices need to be accessible to students who do not speak the local language. There is a balance here, but I think supporting teachers to create a linguistically inclusive classroom is the first step. 

At the same time, as you have noted, Simon, we need to remember that the goal of EMI is to develop bilingual professionals who are able to access academic content and communicate complex ideas in English. This means that EMI teachers need to ensure that students are given sufficient opportunities to engage with content in English. That includes opportunities to listen, speak, read, and write in English. As students develop both their language and content knowledge, EMI teachers can encourage students to use their first language to scaffold these English skills.

Recognition of Global Englishes

Simon: You’ve advocated for looking at EMI through the lens of Global Englishes. How can universities move away from judging both lecturers and students against a traditional ‘native-speaker standard,’ and what does a more realistic standard look like in practice?

Dr. Sahan: The idea of a ‘native-speaker standard’ is inherently problematic. There is so much diversity in terms of what it means to be a ‘native’ English speaker, and so in practice this term doesn’t mean anything tangible. Instead, it is tied to this imagined idea we have of some non-existent, perfect, monolingual speaker.

And so rather than focus on this imagined myth of the ‘native speaker’, universities, as well as teachers and students, should focus on what is required for successful communication. Ultimately, we are learning and using English because we want to understand and share ideas with other people. As an easy example of what I mean, we need to move away from an emphasis on accent (because everyone has their own accent) and instead focus on pronunciation and intelligibility.

The assessment dilemma

Simon: In your study of engineering faculties in Turkey, you highlighted the messy reality of assessment. When a student understands a core scientific or technical concept but struggles to articulate it in English, how should content professors approach grading? Where is the line between assessing content and assessing language?

Dr. Sahan: Anything we are assessing needs to be communicated to students clearly in the assessment criteria. So, my first question to a content professor in this situation would be: is language being explicitly assessed in this assignment? If so, how is it assessed, and did you communicate this to the students? If not, then there is no reason to evaluate the language used.

That being said, students need to communicate their knowledge and ideas effectively and clearly in exams. If this is not being done, then points will need to be deducted because the professor cannot be sure the student has fully understood the material. But again, these expectations should be clearly outlined in the assessment criteria, and support should be provided within the course to help students meet these objectives. 

Interdepartmental collaboration

Simon: Your global reviews suggest there is generally little academic and pedagogical support for EMI lecturers, and the role of English language teachers in EMI programmes is often unclear. If a university wants to deliver successful EMI programmes, what should the ideal collaboration look like between content professors and English language departments?

Dr. Sahan: First, the university needs to value contributions from both the content professors and the English language professionals equally. This means recognising the expertise and knowledge that both possess, and acknowledging that both are needed for successful EMI.

Second, ideal collaboration should be carefully thought out, planned, and integrated into the course. It should not be done on an ad hoc basis. For example, we want to avoid situations where the language teacher is consulted on a specific aspect of EMI teaching without being given the time, resources, and information they need to contribute meaningfully. Now, this often requires institutional support to ensure that both sides are given adequate resources. 

Finally, I want to emphasise that this is an iterative process that requires open communication. Successful collaboration is unlikely to be achieved through a one-off session or a quick meeting. 

Global shifts

Simon: Having mapped the global expansion of EMI over the last decade, what is one major trend or shift in how universities view or implement EMI that has genuinely surprised you the most?

Dr. Sahan: You know, I am continually and pleasantly surprised by how localised EMI is. Every context has its own unique characteristics of EMI implementation. At a country level, we see different policies and practices reflecting the unique higher education culture of that specific area. Even within the same country, we see a lot of variation between universities and across classrooms. I think this points to how much agency EMI teachers have in shaping the way that EMI learning looks in their own classrooms. 

Our thanks to Dr. Sahan for sharing her thoughts on these topics. It is this kind of research that informs our EMI teacher training courses, which Kari also delivers as a senior trainer at Oxford EMI. If you’d like to know more about these courses, please get in touch.

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Dr. Kari Sahan is Head of Research and senior trainer at Oxford EMI. You can find out more about her on the Meet our team page.

A selection of Dr. Sahan’s publications:

McKinley, J., Sahan, K., Zhou, S., & Rose, H. (2024). Researching EMI policy and practice multilingually: Reflections from China and Turkey. Language and Education, 38(1), 5-22.

Rose, H., Sahan, K., & Zhou, S. (2022). Global English medium instruction: Perspectives at the crossroads of global Englishes and EMI. Asian Englishes, 24(2), 160-172.

Sahan, K. (2020). ELF interactions in English-medium engineering classrooms. ELT journal, 74(4), 418-427.

Sahan, K. (2024). English-medium instruction in Turkish universities. Routledge.

Sahan, K., & Rose, H. (2021). Translanguaging or code-switching?: Re-examining the functions of language in EMI classrooms. In A. A. S. Røyneland & C. Blackwood (Eds.), Multilingual perspectives from Europe and beyond on language policy and practice (pp. 45–62). Routledge.

Sahan, K., Rose, H., & Macaro, E. (2021). Models of EMI pedagogies: At the interface of language use and interaction. System, 101, 102616.

Sahan, K., & Şahan, Ö. (2022). Content and language in EMI assessment practices: Challenges and beliefs at an engineering faculty in Turkey. In D. Kırkgöz & B. Karakaş (Eds.), English as the medium of instruction in Turkish higher education: Policy, practice and progress (pp. 155–174). Springer International Publishing.

Sahan, K., & Şahan, Ö. (2024). Investigating student and alumni perspectives on language learning and career prospects through English medium instruction. Teaching in Higher Education, 29(1), 194-215.