Marta Guarda – författare

This book offers a window into student perceptions of English-Medium Instruction (EMI), building on research from an Italian university to provide a better understanding of attitudes toward EMI in Europe and future directions for cross-country comparative research.The volume provides context on the current situation with EMI in Italy, unpacking debates around the tensions between the increased competitiveness it brings at the higher education level with the potential detrimental impact of English on local language practices. Seeking to introduce a counterpoint to existing research on lecturer experiences, Guarda draws on a wide range of data, from online questionnaires to semi-structured interviews and a focus group, toshowcase perceptions on EMI from students enrolled in English-Taught Programmes at the University of Padova over a two-year period. The resulting insights contribute to the current literature on EMI toward creating a clearer and more holistic picture of the advantages and challenges of learning through English and implications for quality improvement measures for EMI implementation in Italy, Europe and beyond.This book will be of interest to scholars in English-Medium Instruction and applied linguistics, especially to those working on issues around language policy, bilingual education and the internationalisation of higher education.

This book offers a window into student perceptions of English-Medium Instruction (EMI), building on research from an Italian university to provide a better understanding of attitudes toward EMI in Europe and future directions for cross-country comparative research.The volume provides context on the current situation with EMI in Italy, unpacking debates around the tensions between the increased competitiveness it brings at the higher education level with the potential detrimental impact of English on local language practices. Seeking to introduce a counterpoint to existing research on lecturer experiences, Guarda draws on a wide range of data, from online questionnaires to semi-structured interviews and a focus group, toshowcase perceptions on EMI from students enrolled in English-Taught Programmes at the University of Padova over a two-year period. The resulting insights contribute to the current literature on EMI toward creating a clearer and more holistic picture of the advantages and challenges of learning through English and implications for quality improvement measures for EMI implementation in Italy, Europe and beyond.This book will be of interest to scholars in English-Medium Instruction and applied linguistics, especially to those working on issues around language policy, bilingual education and the internationalisation of higher education.

This book explores the need for a change in perspectives towards linguistic diversity and pluri/multilingual education, and highlights the role of teachers, students, caregivers, and researchers, as agents of social cohesion in today’s complex societies. The book examines how a change in perspectives on the part of these social actors can challenge dominant language ideologies and trigger more equitable, just and cohesive educational environments and social communities that honour and leverage the linguistic repertoire of each individual. While the agency of students and teachers has been brought to the fore by a number of publications on pluri/multilingual education, this dimension is particularly relevant for researchers themselves, whose agency and epistemic stance are paramount in the construction and interpretation of observed phenomena. In this respect, this book tackles this aspect by means of autobiographical narratives, in which each author/researcher provides insights into experiences in their professional and/or personal life that had an impact on the way they see their agentive role in society. This book is intended for researchers, practitioners, language policy makers and graduate students with an interest in the link between pluri/multilingual education and cohesion in educational communities and the broader society.