English as a lingua franca in the English-medium instruction classroom: Insights from multilingual universities

In recent years, universities in non-English-dominant countries have witnessed a sharp rise in English-medium instruction (EMI) programmes and the use of English as a lingua franca (ELF). On campuses world-wide, English is modified by non-native English speakers (NNESs) and used as a communication tool, with the primary objective of achieving mutual comprehensibility. In EMI, however, it is crucial to take into account how ELF alterations impact instruction as the linguistic competency of NNES lecturers is critical to their capacity to teach effectively. Drawing on data obtained from thirty lessons taught by thirty NNES lecturers at five multilingual universities, this qualitative study examines ELF modifications in EMI, and considers their impact on instruction. The results show how the lecturers modified English phonologically, grammatically, pragmatically and lexically, and applied translanguaging strategies. Although the majority of these ELF alterations would probably not seriously impair students’ comprehension, it is argued that comprehension alone is not a sufficient benchmark for the quality of EMI, and ELF communication on campus and in the classroom should employ different language standards. Therefore, in order to ensure academic excellence, EMI lessons should be conducted in academic English, specialist discourse should be pronounced and used accurately, and modifications of the standard should be kept to a minimum.