This paper analyzes English-Medium-Instruction (EMI) lecturers’ ambivalent orientations towards neoliberal language
policies and linguistic entrepreneurship. The data includes interviews with six case-study lecturers’ biographic narratives, audiologs and
video/audio-recorded observations, collected in a market-oriented Catalan university. I show that lecturers problematize Englishization
policies but operationalize them by presenting themselves as leading actors in the deployment of EMI. Following “managerialism” logics, they
envision English as an economically-convertible “career skill”, imperative to meet new employability/workplace demands. They carve
advantaged professional ethos linked to their self-attained English-language resources. They devalue their “non-native” accent but present
themselves as content and English-language lecturers, distinguishing themselves from “ordinary” colleagues who teach in
local languages, in narratives of “competitiveness” whereby they naturalize a socioeconomically-stratifying system of meritocracy/revenue
grounded on the marketization of English. This contributes to understand neoliberal-governance regimes which impose language-based
mechanisms for lecturers’ profiling based on views of education as the corporatized “making” of productive workers-to-be.
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