Including contributions that cover diverse settings, this book situates EMI within wider sociopolitical contexts of knowledge and language. It addresses issues of ideology, policy, identity, justice, and the politics of English in EMI, making it essential reading for researchers and students of applied linguistics and English language education.
English Medium Instruction (EMI) is a burgeoning field of interest for researchers and practitioners; however, to date its sociocultural and political implications have not been widely considered. This book addresses that concern by situating EMI within wider sociopolitical contexts of knowledge and language. It foregrounds the notion of 'Critical EMI,' bringing together applied linguists to revisit EMI in higher education from critical sociocultural perspectives. The notion of criticality is conceptualized as an attempt at addressing issues of ideology, policy, identity, social justice, and the politics of English. The chapters explore Critical EMI concerns in diverse settings across five continents, and present insights for the theory, research, policy, and practice of EMI. The book also problematizes the neocolonial spread and dominance of English through EMI. Calling for an explicit and inclusive EMI praxis, it is essential reading for researchers of applied linguistics and English language education, as well as teacher practitioners.
Arvustused
'This extremely interesting collection of chapters focuses on EMI in a range of contexts and stands out from a crowded market with the explicit aim to be critical as opposed to simply analytical, descriptive or even celebratory. Each chapter is a highly readable account of the author's research, drawing on an array of ethnographic approaches, data collection methods and analytical techniques. An essential read for anyone interested in examining EMI critically.' David Block, Honorary Professor in Sociolinguistics, Universitat Pompeu Fabra 'This insightful volume offers a profound critique of English medium instruction (EMI) in higher education, exposing the complex ideological and economic forces at play. Essential reading for scholars, educators, and policymakers dedicated to envisioning a truly critical EMI.' Angel M. Y. Lin, Chair Professor, The Education University of Hong Kong
Muu info
Calls for an explicit and inclusive critical EMI praxis addressing ideologies, policies, identities, justice, and the politics of English.
Foreword Ruanni Tupas;
1. Critical views of English medium instruction
Seyyed-Abdolhamid Mirhosseini and Peter I. De Costa; Part I. Ideologies and
Educational Policies:
2. Conceptualizations of English in an Italian EMI
context Francesca Helm;
3. Ideologies of language use in an EMI university in
Hong Kong: the perspectives of international students Matthew Sung;
4.
Burdening EMI with unnecessary baggage: critiquing an EMI case in Japan as an
ideologically-laden undertaking Glenn Toh and Mark Zion;
5. Entrepreneurial
orientations towards language and education: EMI policy in Kazakhstan Aigerim
Kazhigaliyeva, Syed Abdul Manan and Anas Hajar;
6. A critical approach to the
rise of EMI: why, how and by whom are decisions made? Dogan Yuksel, Peter
Wingrove, Marion Nao, Beatrice Zuaro and Anna Kristina Hultgren; Part II.
Identity and Educational Justice:
7. EMI teachers' discourses and the
configuration of their identities in two Colombian universities Mario
Molina-Naar and Isabel Tejada-Sánchez;
8. 'I just opened my heart':
challenges and contradictions in multilingual EMI teacher identity
construction D. Philip Montgomery;
9. Perpetuating inequality in higher
education EMI in Ethiopia, Poland, and Japan Jim McKinley, Tolera Simie and
Agata Mikolajewska; Part III. The Politics of English in Education:
10.
Problematizing 'English' in EMI: a view from Malaysia and Brazil Azirah
Hashim and Kyria Finardi;
11. A fractured dream of the decolonization and
deeliticization of English within EMI programs in South Asia Shaila Sultana;
12. Reproducing the dominance of English through EMI in post-apartheid South
Africa Nkonko M. Kamwangamalu;
13. EMI, cognitive capture, and decoloniality
Kathleen Heugh; Afterword Graham V. Crookes.
Seyyed-Abdolhamid Mirhosseini is an Associate Professor at The University of Hong Kong. His main research area is the sociopolitics of language education. His notable publications include Worldwide English Language Education Today: Ideologies, Policies and Practices (co-edited with Al-Issa, 2020), and Doing Qualitative Research in Language Education (2020). Peter I. De Costa is Professor in the Department of Linguistics, Languages & Cultures and the Department of Teacher Education at Michigan State University. He is the co-editor of TESOL Quarterly and the President of the American Association for Applied Linguistics.
Lisainfo e-raamatute kohta