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Afterword 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
afterword

The E’s of TNHE and EMI

A phenomenographic lens

| Carnegie Mellon University Qatar
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
Article outline
  • 1.Introduction
  • 2.Is EMI in TNHE a phenomenon?
  • 3.Is there structure to perceptions of the phenomenon?
  • 4.Outcomes of the phenomenon
  • References
Published online: 7 July 2021
DOI logo
https://doi.org/10.1075/aral.20111.rey
References (10)
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Cited by (1)

Cited by one other publication

Hopkyns, Sarah & Christina Gkonou
2023. Sites of belonging: Fluctuating and entangled emotions at a UAE English-medium university. Linguistics and Education 75 ► pp. 101148 ff. DOI logo

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