From EFL to CLIL and EMI in Poland: Language Education in Transition
DOI:
https://doi.org/10.34864/heteroglossia.issn.2084-1302.nr12.art14Słowa kluczowe:
English, EFL, CLIL, EMI, PolandAbstrakt
The past decades have seen a substantial rise in the use of English as a language of instruction in Polish, European and global secondary and tertiary education. That being said, a shift from the English as a Foreign Language approach to Content and Language Integrated Learning as well as English Medium Instruction paradigms has been observed. While the former is an instructional approach employing English or any other foreign language in secondary education, the latter has been implemented to serve as an instructional framework applying exclusively English in higher education contexts. This article reconceptualizes the prior role of English as a Foreign Language in the Polish system of education and discusses the rapidly expanding frameworks of Content and Language Integrated Learning and English Medium Instruction labelled as increasingly ubiquitous and significant trends in internationalising both secondary and tertiary education.
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