Since English-Medium Instruction (EMI) has emerged as an important field of policy and research, there are a
multiplicity of issues that are unexamined but need critical attention. This paper features some key scholars of EMI who together
highlight contemporary issues of EMI as a field of research and its primary future research agendas moving forward, including
appropriate methods of collecting information about EMI. The nine researchers, who represent different geographical contexts
(South/East Asia, Africa, Europe, and South America), have offered their views regarding the future research agendas of EMI. Based
on the conversations with these researchers, this paper presents eight strands of EMI research agendas that need to be carried
on.
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as a medium of instruction and the discursive construction of elite identity. Journal of
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1, 386–408.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A
systematic review of English medium instruction in higher education. Language
Teaching,
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Milligan, L. O. (2020). Towards
a social and epistemic justice approach for exploring the injustices of English as a medium of instruction in basic
education. Educational Review.
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capitalism. Journal of Education
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Sah, P. K., & Karki, J. (2020). Elite
appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan
schools. Journal of Multilingual and Multicultural Development.
Sah, P. K., & Li, G. (2018). English
medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International
Multilingual Research
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Sah, P. K., & Li, G. (2020). Translanguaging
or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public
schools. International Journal of Bilingual Education and
Bilingualism.
Tsou, W., & Baker, W. (Eds.). (2021). English-medium
instruction translanguaging practices in Asia: Theories, frameworks and implementation in higher
education. Springer.
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dynamics of bilingual education in post-conflict Sri Lanka. In L. Adinolfi, U. Bhattacharya, & P. Phyak (Eds.), Multilingual
education in South Asia: At the intersection of policy and
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Cited by (18)
Cited by 18 other publications
Alhassan, Awad
2024. Group work and translanguaging as coping strategies for content learning in English-medium higher education contexts. Language Learning in Higher Education 14:2 ► pp. 291 ff.
Bannister, Peter, Elena Alcalde Peñalver & Alexandra Santamaría Urbieta
2024. Transnational higher education cultures and generative AI: a nominal group study for policy development in English medium instruction. Journal for Multicultural Education 18:1/2 ► pp. 173 ff.
2024. English Language Hegemonies in the Internationalization of Two State Universities in Brazil: Unintended Consequences of English Medium Instruction. Revista Brasileira de Linguística Aplicada 24:1
Jarvis, Andrew
2024. English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong. TESOL Quarterly
Kir, Furkan Sevket
2024. English-medium instruction (EMI) as the great (un)equaliser: experiences of former EMI students in Turkey. Journal of Multilingual and Multicultural Development► pp. 1 ff.
Nazari, Mostafa & Peter I. De Costa
2024. EMI teachers’ emotion labour: capturing classroom, institutional and sociocultural ecologies. Journal of Multilingual and Multicultural Development► pp. 1 ff.
Tajik, Mir Afzal, Syed Abdul Manan, Uli Schamiloglu & Gulnara Namyssova
2024. Gaps between policy aspirations and enactment: graduate students’ struggles with academic English amidst a turbulent transition to the EMI environment in Kazakhstani universities. Current Issues in Language Planning 25:2 ► pp. 212 ff.
Tang, Hoa K., Khanh H. Nguyen & Nguyen H. N. Luong
Van Gauwbergen, Yanou, Isabelle S. Robert & Iris Schrijver
2024. The effect of intralingual live subtitling on students’ performance and perception in EMI lectures in Flanders: A pilot study. Journal of English for Academic Purposes 72 ► pp. 101445 ff.
Xiong, Tao, Ziyu Song, An Zhou & Xiaojia Huang
2024. EMI teachers’ agency in the context of international education in China: language choice, identity construction, and cultural negotiation. International Journal of Bilingual Education and Bilingualism 27:4 ► pp. 472 ff.
Chang, Sin-Yi
2023. Re-envisioning professional development for English medium instruction: a decolonial option. Journal of Multilingual and Multicultural Development► pp. 1 ff.
Hillman, Sara, Wendy Li, Curtis Green-Eneix & Peter I. De Costa
2023. The emotional landscape of English medium instruction (EMI) in higher education. Linguistics and Education 75 ► pp. 101178 ff.
Hillman, Sara, Wendy Li, Özgür Şahan, Kari Sahan, Indika Liyanage, Tiefu Zhang, Rui Yuan, Sarah Hopkyns, Christina Gkonou & Pramod K. Sah
2023. Forum on “The emotional landscape of English medium instruction (EMI) in higher education”. Linguistics and Education 75 ► pp. 101181 ff.
Marcjanik, Miłosz
2023. EMI in Higher Education: Current Challenges. Anglica. An International Journal of English Studies :32/2 ► pp. 137 ff.
Sah, Pramod K.
2023. Emotions as entanglements: unpacking teachers’ emotion management and policy negotiation in English-medium instruction programmes. The Language Learning Journal 51:5 ► pp. 607 ff.
Sah, Pramod K.
2023. Emotion and imagination in English-medium instruction programs: Illuminating its dark side through Nepali students’ narratives. Linguistics and Education 75 ► pp. 101150 ff.
Sah, Pramod K.
2024. Teachers’ beliefs and reproduction of language ideologies in English-medium instruction programs in Nepal. International Journal of Bilingualism 28:4 ► pp. 701 ff.
This list is based on CrossRef data as of 19 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.