Policies, Politics, and Ideologies of English-Medium Instruction in Asian Universities

Unsettling Critical Edges
1. Auflage 2024
ISBN: 978-1-032-00185-2
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 232 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 318 g

Reihe: Routledge Studies in English-Medium Instruction

Against the backdrop of uncritical promotions of English-medium instruction (EMI) in higher education globally, this edited volume maps out the political, ideological, and policy-related issues of EMI programs in multilingual and multicultural universities in Asia.

In this volume, EMI researchers and practitioners involved in different Asian countries and regions have collaboratively unpacked the critical dimensions of EMI programs in higher education, with a goal to provide must-needed resources for researchers, graduate students, higher education leaders, and policymakers. This volume is the first of its kind in that it provides an exclusive and critical tapestry of EMI at multilingual universities from all parts of Asia, including Central Asia (Kazakhstan), East Asia (Mainland China, Korea, Japan, and Taiwan), South Asia (Bangladesh and Nepal), Southeast Asia (Brunei, Malaysia, Philippines, Thailand, and Vietnam), and Western Asia (United Arab Emirates). The key takeaway for the reader is to not only understand the current phenomenon of EMI in Asian universities but to also learn the dark side of its policies, programs, and practices that have led to unequal teaching and learning spaces in diverse societies.

This collection will be of interest to scholars and policymakers in English-medium instruction, English language teaching, TESOL, and applied linguistics.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Sah, Pramod K

Fang, Fan

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

Foreword

List of Contributors

- Introduction: Toward critical English-medium instruction in multilingual universities

Pramod K. Sah and Fan Fang

Part 1: Policy goals, hidden agenda, and challenges in EMI programs

- EMI in higher education in Kazakhstan: Policy supports and challenges

Sulushash Kerimkulova, Bridget Goodman and Kamila Aitzhanova

- English medium instruction in Japan: Changes and challenges faced by faculty and students

Samantha Curle, Yuwei Lin and Ikuya Aizawa

- Policy development for English medium instruction at a Nepali University: Unpacking hidden motivations and agendas

Karna Rana and Pramod K. Sah

- English medium instruction (EMI) in higher education in Taiwan: A review and critical reflection on why, how, and for whom

Kao Chin-Ling Gupta and Angel M. Y. Lin

Part 2: Language ideologies and practices in EMI programs

- University lecturers’ beliefs and practices about the use of first languages and English in EMI: Case studies from Malaysia and Thailand

Roger Barnard, Zuwati Hasim and Banchakarn Sameephet

- The role of English and the L1 in English medium instruction at universities in Vietnam and Thailand

Kari Sahan, Nicola Galloway and Jim McKinley

- Language use and language choice at an EMI university in Brunei: Student perspectives

Ishamina Athirah Gardiner, Sarah Boye and Suciyati Sulaiman

- Understanding EMI teachers’ language beliefs and use in content-area classrooms at Chinese universities

Rui Yuan and Xuyan Qiu

- Examining the "M" in EMI Courses at Korean universities: Is it English-medium or English-mixed?

Juyoung Song

Part 3: Discourses of educational and social inequalities in EMI programs

- Language, class, and coloniality in medium of instruction projects in the Philippines

Ruanni Tupas and Romylyn Metila

- English as a medium of instruction and inequality: Exploring private sector higher education in Bangladesh

Md. Al Amin and M. Obaidul Hamid

- English medium instruction and linguistic diversity in Emirati higher education: Expectations and hardships

Sarah Hopkyns

AfterwordAndy Kirkpatrick

Index

Über Autor(innen)

Pramod K. Sah is a Postdoctoral Research Associate at the University of Calgary’s Werklund School of Education, Canada, and an Honorary Norham Fellow at the Department of Education, University of Oxford. He obtained his PhD from the University of British Columbia, Canada, where he was also a Killam Laureate. His research areas include language planning and policy, English as a medium instruction, translanguaging, TESOL and social justice, and language ideology. His research has appeared in journals such as Linguistics and Education, Applied Linguistics Review, Ethnicities, Journal of Multilingual and Multicultural Development, International Journal of Bilingual Education and Bilingualism, International Multilingual Research Journal, Asia Pacific Journal of Education, Asian Englishes, among others, and various edited volumes. [ORCiD ID: 0000-0002-6200-8898]

Fan Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, UK. He is currently a Professor at the College of Liberal Arts, Shantou University, China. His research interests include Global Englishes, sociolinguistics, language attitude, identity, intercultural communication, and language teaching and learning. He has published articles in journals including Asia Pacific Journal of Education, Asian Englishes, ELT Journal, English Today, Journal of Multilingual and Multicultural Development, Language, Culture and Curriculum, Language Teaching Research, Lingua, RELC Journal, System, among others. His latest books include a monograph titled Re-positioning accent attitude in the Global Englishes paradigm (Routledge) and an edited volume (co-edited with Dr Handoyo Widodo) titled Critical Perspectives on Global Englishes in Asia (Multilingual Matters). [ORCiD ID: 0000-0002-4210-9042]