To be specified 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. 253–259
The E’s of TNHE and EMI
A phenomenographic lens
Questions asked as part of phenomenographic research are used to critically synthesize findings from the case studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in TNHE can be considered a phenomenon, it is suggested that the phenomenon is more discursive than empirical. Student and instructor perceptions of the phenomenon reveal a critical awareness of the policies that structure the learning environment and agency that takes advantage of the policies’ discursive nature to create alternative, multilingual language practices and improve learning. A gap between policy and practice that allows for negotiation of the E’s in EMI and TNHE, English and education, is hence called for.
Keywords: English-medium-instruction, transnational higher education, multilingual ideology, language policy
Published online: 07 July 2021
Åkerlind, G. S.
De Costa, P. I., Green-Eneix, C. A., & Li, W.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J.
(1986) Phenomenography: A research approach to investigating different understandings of reality. Journal of Thought, 28–49. http://www.jstor.org/stable/42589189