Article published in:Problematizing Language Policy and Practice in EMI and Transnational Higher Education: Challenges and Possibilities
Edited by Curtis Green-Eneix, Peter I. De Costa and Wendy Li
[Australian Review of Applied Linguistics 44:2] 2021
► pp. 154–179
Discursive ripple effects in language policy and practice
Multilingualism and English as an academic lingua franca in transnational higher education
The advancement of English as an instrument for the internationalization of higher education has foregrounded English as an academic lingua franca (EALF), and the case of China is no exception. This study focuses on the process by which EALF has been interpreted and negotiated across university policies and local practices in China’s internationalized higher education. Drawing upon nexus analysis and multisource data, the study traced the discursive (re)location of EALF across different scales of social activity related to multilingualism at an English-medium transnational university in China. Our analysis illustrates the tension between English and other co-existing languages, as presented in educational language policies and as perceived and practiced by multilingual students in the local communicative context. The findings also show an interactive policymaking process through which students and university administrators opened ideological and implementational spaces that linguistically and semiotically pluralized communicative scenarios at the internationalized university in focus.
Keywords: English as an academic lingua franca, transnational higher education, English medium instruction, multilingualism, language policy, nexus analysis
Published online: 07 July 2021
Baker, W., & Hüttner, J.
Barakos, A., & Unger, J.
Coleman, J. A.
De Costa, P. I., Green-Eneix, C. A., & Li, W.
De Korne, H., López Gopar, M. E., & Rios Rios, K.
Ding, S., & Saunders, R. A.
Doiz, A., Lasagabaster, D., & Sierra, J. M.
Fenton-Smith, B., Humphreys, P., & Walkinshaw, I.
Hornberger, N. H.
(2005) Opening and filling up implementational and ideological spaces in heritage language education. The Modern Language Journal, 89(4), 605–609. http://www.jstor.org/stable/3588632
Hornberger, N. H., & Hult, F. M.
Hu, G., & Lei, J.
Hult, F. M.
Hult, F. M., & Hornberger, N. H.
Hult, F. M., & King, K. A.
Johnson, D. C.
Källkvist, M., & Hult, F. M.
Ministry of Education (MOE)
(2001) Guyu jiaqiang gaodeng xuexiao benke jiaoxue gongzuo tigao jiaoxue zhiliang de ruogan yijian [Guidelines for further improving undergraduate education]. http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_309/200412/4682.html
(2004) 2003–2007 nian jiaoyu zhenxing xingdong jihua [2003–2007 Action plan for revitalization of education]. http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_177/200407/2488.html
(2010) National outline for medium and long-term plan for education reform and development (2010–2020). http://www.moe.gov.cn/srcsite/A01/s7048/201007/t20100729_171904.html
(2019) Jiaoyu guihua gangyao shishi sannian lai zhongwai hezuo banxue fazhan qingkuang [The development of Chinese-foreign cooperation in running schools in the past three years since the implementation of Action Plan for Revitalization of Education]. http://www.crs.jsj.edu.cn/news/index/80
Mok, K. H., & Han, X.
Ou, W. A.
Ou, W. A., & Gu, M.
Ou, W. A., & Gu, M. M.
Ou, W. A., Gu, M., & Hult, F. M.
Scollon, R., & Scollon, S. W.
(2003) The whens and wheres – as well as hows – of ethnolinguistic recognition. Public Culture, 15(3), 531–557. https://www.muse.jhu.edu/article/47190
Smit, U., & Dafouz, E.