The impact of English-medium instruction on tertiary-level educational social spheres

The introduction of English-medium instruction (EMI) study programs plays a key role in the internationalization strategy of Swiss tertiary-level educational institutions, given its positive impact on institutional prestige and value in the educational marketplace. The EMI lecturing environment, as a complex and distinct educational social space, is differentiated from educational contexts where the local language is the medium of instruction. In order to gain insight into the boundaries of such differentiation, a two-phase study has been developed at a major Swiss university of applied sciences. This paper discusses the findings of phase one of the study, in which questionnaire data obtained from students that are currently enrolled in English-medium programs is qualitatively and quantitatively analyzed. The study examines students’ attitudes towards the introduction of EMI, expected language and content competence development, students' linguistic and scholastic self-confidence, and how these ultimately impact enrollment decisions and program satisfaction. By examining the interrelationships between these factors, insight is gained into how the boundaries of educational social spaces are delimited with respect to the introduction of EMI study programs. The paper will be of interest to higher education institutions that are involved in, or considering the introduction of English-medium programs, and contributes generally to the field of EMI, particularly with regards to program quality assessment and improvement