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El•Gazette 468.qxp_El•Gazette 468 08/01/2020 15:59 Page 37

OUT FEATURES & COMMENT

conference presentation, but teaching students whose OF THE
own English may be at an insufficient level requires BOX
more wide-ranging linguistic skills. Frequently-
reported anxieties about students’ understanding of
content are also heard from research on students.
Second, so far, evidence that EMI really does have What will English
an impact on students’ level of English is quite scarce.
It still isn’t established that two years of EMI produce
better English linguists than an intensive EFL course. In the EU look like
Next, does EMI favour a socio-economic elite? To
what extent might students be selected to start an after Brexit?
architecture degree simply on the basis of their level
of English, not on their potential as architects?
Finally, is there a risk of a detrimental effect on the Once British nationals leave EU
home language and culture? For example, will
publishers in a non-Anglophone country be likely to institutions, Emma Seddon
stop publishing science textbooks in that language
because it is no longer profitable? This might predicts that non-native
contribute to a general trend of undervaluing the speakers will start to own EU
home language and culture.
English as a lingua franca
It still isn’t At the time of writing, Britain’s becoming increasingly
established that two future with the European Union legitimate within the
is still uncertain. There is plenty institutions.
years of EMI produce of speculation out there, which I For the time being, these
better English linguists won’t be adding to. Instead, I linguistic differences are largely
kept out of ‘public facing’
would like to think about
than an intensive EFL English and the EU. documents and websites, due to
English is one of the 24 the work of native English-
course. official languages of the EU, and speaking editors and translators.
one of the three working However, assuming some form
If the train cannot be stopped, what can we do to languages of its institutions, of Brexit goes ahead, there will
make the journey one in which EMI students will alongside French and German. be a significantly reduced pool
truly thrive? English is the most commonly of native English speakers to
There is no doubt that EMI teachers need used working language of the recruit from – you need to have
professional development to enable them to make the three, at least partly because it is an EU passport to work for the
switch to teaching their subjects through English. But the most-commonly taught institutions. As current staff
it isn’t simply a question of getting a higher CEFR foreign language in Europe. retire or move on, the slack will
score. Teaching through EMI requires increased English, then, plays a significant have to be taken up by non-
knowledge, understanding and skills: the knowledge role in the workings of the EU native English speakers.
of the different registers involved in teaching a subject institutions and it is likely this Over time, EU English will
and enabling masterful understanding of its content; won’t change any time soon. become increasingly accepted,
understanding whether students’ misconceptions are The only other viable options as the authority of native
content-orientated or language-orientated; and are French and German, and a English speakers becomes less
acquiring the interactional skills needed to scaffold huge investment in language relevant and other language
learning effectively. teaching would be required to communities take more
get EU staff up to the standards ownership over the language.
REFERENCES necessary. We’re not there yet, but perhaps
n Macaro, E. (2018) English Medium Instruction: Instead, it is much more likely in years to come, EU English
Language and content in policy and practice. Oxford that English will continue to be may be on the syllabus of
University Press used as a lingua franca, shifting language schools in Europe.
Macaro, E. (2019) Exploring the role of language in and expanding to accommodate
English Medium Instruction. International Journal of the influence of its speakers’ Based on an article published in
Bilingual Education and Bilingualism. native languages. A minor The Conversation, found at:
https://doi.org/10.1080/13670050.2019.1620678 example is the word ‘training’, https://theconversation.com/th
Macaro, E. & Tian, L. & Chu, L. (2018) First and used as a countable noun: “I’ve e-english-language-is-evolving-
second language use in English Medium Instruction had three trainings this week,” heres-how-it-will-change-after-
Contexts. Language Teaching Research, 1 -21. DOI: as opposed to, “I’ve had three brexit-117614
10.1177/1362168818783231 training sessions this week”.
When I interviewed translators Contact:
Ernesto Macaro is Emeritus Professor of Applied working at the European e.l.seddon2@newcastle.ac.uk
Linguistics at the University of Oxford and founding Commission, they told me that
Director of its Centre for Research and Development in they hear native English- n Emma Seddon is a PhD
English Medium Instruction. Before becoming a teacher speaking colleagues “slipping” researcher in sociology and social
trainer and researcher he was a language teacher in UK and using EU-English terms and research at Newcastle University.
secondary schools. His research focuses on learning phrasings. EU English then is
strategies and on the interaction between teachers and
learners in both second language and EMI classrooms.

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