Skip to main content Accessibility help
×
Hostname: page-component-745bb68f8f-d8cs5 Total loading time: 0 Render date: 2025-01-31T13:51:19.760Z Has data issue: false hasContentIssue false

Part III - The Politics of English in Education

Published online by Cambridge University Press:  31 January 2025

Seyyed-Abdolhamid Mirhosseini
Affiliation:
University of Hong Kong
Peter I. De Costa
Affiliation:
Michigan State University
Get access
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Abba, M. J., Leal, F. G., & Finardi, K. R. (2022). Internacionalización de la educación superior inclusiva de/para América Latina: la hora de ‘los de abajo’. Reflexão e Ação, 30(3), 122137.CrossRefGoogle Scholar
Ali, N. L. (2013). A changing paradigm in language planning: English-medium instruction policy at the tertiary level in Malaysia. Current Issues in Language Planning, 14(1), 7392.CrossRefGoogle Scholar
Ali, N. L., & Hamid, M. O. (2018). English-medium instruction and teacher agency in higher education: A case study. In Chua, C. (eds), Un(intended) language planning in a globalising world: Multiple levels of players at work (pp. 234250). De Gruyter Open Poland.CrossRefGoogle Scholar
Asmah, H. O. (2012). Pragmatics of maintaining English in Malaysia’s education system. In Low, E. L. & Hashim, A. (eds), English in Southeast Asia: Features, policy and language in use (pp. 155174). John Benjamins.Google Scholar
Azirah, H. (2009). Not plain sailing: Malaysia’s language choice in policy and education. AILA Review, 22(1), 3651.Google Scholar
Azirah, H., & Leitner, G. (2016). English in language education policies and planning in Malaysia. In Asmah, H. O. (ed.), Languages in the Malaysian education system: Monolingual strands in multilingual settings (pp. 4561). Routledge.Google Scholar
Baumvol, L. K., & Sarmento, S. (2016). A internacionalização em casa e o uso de inglês como meio de instrução. In Beck, M. S., Moritz, M. E., Martins, M. L. M. & Heberle, V. (eds), Echoes: Further reflections on language and literature (pp. 6582). UFSC.Google Scholar
Baumvol, L. K., & Sarmento, S. (2019). Can the use of English as a Medium of Instruction promote a more inclusive and equitable higher education in Brazil? Simon Fraser University Educational Review, 12(2), 87105.Google Scholar
Bonilla-Medina, S. X., & Finardi, K. (2022). Critical race and decolonial theory intersections to understand the context of ELT in the Global South. Íkala, Revista de Lenguaje y Cultura, 27(3), 822839.CrossRefGoogle Scholar
Brock, Z., & Stroud, C. (eds) (2021). Language and decoloniality in higher education: Reclaiming voices from the South. Bloomsbury.Google Scholar
Chiappa, R., & Finardi, K. R. (2021). Coloniality prints in internationalization of higher education: The case of Brazilian and Chilean international scholarships. Scholarship of Teaching and Learning in the South, 5(1), 2545.CrossRefGoogle Scholar
De Costa, P. I. (2016). The power of identity and ideology in language learning. Springer.CrossRefGoogle Scholar
De Swaan, A. (2013). Words of the world: The global language system. John Wiley.Google Scholar
Despitasari, N. W. P. (2021). Students’ perception of English medium of instruction (EMI) in Indonesia: A case study in a business communication course in a private higher education institution (HEI). Journal of Arts & Humanities, 10(4), 2838.Google Scholar
Dewi, A. (2017). English as a medium of instruction in Indonesian higher education: A study of lecturers’ perceptions. In Walkinshaw, I., Fenton-Smith, B. & Humphreys, P. (eds), English medium instruction in higher education in Asia-Pacific (pp. 241258). Springer.CrossRefGoogle Scholar
Díaz, A. (2018). Challenging dominant epistemologies in higher education: The role of language in the geopolitics of knowledge (re) production. In Liyanage, I. (ed.), Multilingual education yearbook 2018 (pp. 2136). Springer.CrossRefGoogle Scholar
Diniz De Figueiredo, E. H., & Martinez, J. (2021). The locus of enunciation as a way to confront epistemological racism and decolonize scholarly knowledge. Applied Linguistics, 42(2), 355359.CrossRefGoogle Scholar
Fang, F., & Widodo, H. P. (eds) (2019). Critical perspectives on global Englishes in Asia: Language policy, curriculum, pedagogy and assessment. Multilingual Matters.Google Scholar
FAUBAI (2016). Guide to Brazilian higher education courses in English 2016. British Council. https://tinyurl.com/y8m9u646Google Scholar
FAUBAI (2018). Guide to English as a medium of instruction in Brazilian higher education institutions 2018–2019. British Council. https://faubai.org.br/britishcouncilfaubaiguide2018.pdfGoogle Scholar
Finardi, K. R. (2014). The slaughter of Kachru’s five sacred cows in Brazil: Affordances of the use of English as an international language. Studies in English Language Teaching, 2(4), 401411.CrossRefGoogle Scholar
Finardi, K. R. (2016). English in Brazil: Views, policies and programs. SciELO-EDUEL.Google Scholar
Finardi, K. R. (2017). What can Brazil learn from multilingual Switzerland and its use of English as a multilingua franca. Acta Scientiarum. Language and Culture, 39(2), 219228.CrossRefGoogle Scholar
Finardi, K. R. (2019). English in the South. Eduel.Google Scholar
Finardi, K. R., Amorim, G. B., & Sarmento, S. (2024). Internationalization of higher education and the role of languages: Insights from the Global North and the Global South. Education and Linguistics Research, 10(1), 1846. https://doi.org/10.5296/elr.v10i1.22006CrossRefGoogle Scholar
Finardi, K. R., & Archanjo, R. (2018). Washback effects of the Science without Borders, English without Borders and Language without Borders programs in Brazilian language policies and rights. In Siiner, M., Hult, F. M. & Kupisch, T. (eds), Language policy and language acquisition planning (pp. 173185). Springer.CrossRefGoogle Scholar
Finardi, K. R., França, C., & Guimarães, F. F. (2022). Ecology of knowledges and languages in Latin American academic production. Ensaio: Avaliação e Políticas Públicas em Educação, 30, 764787.Google Scholar
Finardi, K. R., França, C., & Guimarães, F. (2023). Knowledge production and internationalization of Higher Education in the Global South: Latin America in focus. Diálogos Latinoamericanos, 32(1), 119.CrossRefGoogle Scholar
Finardi, K. R., & Helm, F. (in press). Identifying and interrogating coloniality in English-Medium Instruction. Language & Intercultural Communication, special issue.Google Scholar
Gill, S. K. (2005). Language policy in Malaysia: Reversing direction. Language Policy, 4, 241260.CrossRefGoogle Scholar
Gill, S. K. (2006). Change in language policy in Malaysia: The reality of implementation in public universities. Current Issues in Language Planning, 7(1), 8294. https://doi.org/10.2167/cilp083.0CrossRefGoogle Scholar
Gimenez, T. (2019). Language ideologies and English as a medium of instruction: Language policy enactment in Brazilian universities. In Finardi, K. (ed.), English in the South (pp. 5174). EDUEL.Google Scholar
Gimenez, T., Calvo, L. C. S., Kadri, M. S. E., Marson, M. Z., & Kadri, A. E. (2021). Por uma agenda de pesquisa sobre inglês como meio de instrução no contexto de ensino superior brasileiro. Trabalhos em Linguística Aplicada, 60, 518534.CrossRefGoogle Scholar
Gimenez, T., El Kadri, M., & Calvo, L. C. S. (2018). English as a lingua franca in teacher education. De Gruyter Mouton.CrossRefGoogle Scholar
Gimenez, T. N., & Marson, M. Z. (2022). Teacher education in English Medium Instruction settings: A partial view from Brazil. Ilha do Desterro, 75, 155172.CrossRefGoogle Scholar
Gimenez, T. N., Sarmento, S., Archanjo, R, Zicman, R., & Finardi, K. R. (2018). Guide to English as a Medium of Instruction in Brazilian higher education institutions 2018–2019. British Council. https://faubai.org.br/britishcouncilfaubaiguide2018.pdfGoogle Scholar
Guilherme, M., & Menezes de Souza, L. M. T. (eds) (2019). Glocal languages and critical intercultural awareness: The South answers back. Routledge.CrossRefGoogle Scholar
Guimarães, F. F. (2024). Language policies in higher education: Promoting multilingualism to support internationalization. Walter de Gruyter.CrossRefGoogle Scholar
Guimarães, F. F., Finardi, K. R., & Casotti, J. B. C. (2019). Internationalization and language policies in Brazil: What is the relationship?. Revista Brasileira de Linguística Aplicada, 19, 295327.CrossRefGoogle Scholar
Guimarães, F. F., & Kremer, M. M. (2020). Adopting English as a medium of instruction (EMI) in Brazil and Flanders (Belgium): A comparative study. Ilha do Desterro, 73, 217246.CrossRefGoogle Scholar
Hasim, Z., & Barnard, R. (2018). Case study: EMI in a public university in Malaysia. In Barnard, R. & Hasim, Z. (eds), English Medium Instruction programmes: Perspectives from South East Asian universities (pp. 2940). Routledge.CrossRefGoogle Scholar
Jenkins, J. (2013). English as a lingua franca in the international university: The politics of academic English language policy. Routledge.CrossRefGoogle Scholar
Jordӑo, C. M., Diniz de Figueiredo, E. H., & Martinez, J. Z. (2020). Trickstering applied linguistics with Pennycook and Makoni: Transglobalizing North and South. Trabalhos em Linguística Aplicada, 59(1). 834843.CrossRefGoogle Scholar
Jordão, C. M., & Martinez, J. Z. (2021). Wines, bottles, crises: A decolonial perspective on Brazilian higher education. Revista Brasileira de Linguística Aplicada, 21, 577604.CrossRefGoogle Scholar
Kaur, J. (2020). Using English for interaction in the EMI classroom: Experiences and challenges at a Malaysian public university. In Bowles, H. & Murphy, A. C. (eds), English-Medium Instruction and the internationalization of universities (pp. 129154). Palgrave Macmillan.CrossRefGoogle Scholar
Kaur, J. & Zainuddin, S. Z. (2019). Going global: EMI policies and practices at a Malaysian public university. In Jenkins, J. & Mauranen, A. (ed.), Linguistic diversity on the EMI campus: Insider accounts of the use of English and other languages in universities within Asia, Australasia, and Europe (pp. 172194). Routledge.CrossRefGoogle Scholar
Kirkpatrick, A. (2014). The language(s) of HE: EMI and/or ELF and/or multilingualism? Asian Journal of Applied Linguistics, 1(1), 415.Google Scholar
Leal, F., Finardi, K. R., & Abba, M. J. (2022). Challenges for an internationalization of higher education from and for the Global South. Perspectives in Education, 40(3), 241250.CrossRefGoogle Scholar
Leal, F., Finardi, K. R., & Abba, M. J. (2024). Perspectives and challenges of internationalising higher education from and for the Global South. In Woldegiorgis, E. T. & Yu, C. Q. (eds), Critical reflections on the internationalisation of higher education in the Global South (pp. 3347). Emerald.CrossRefGoogle Scholar
Lima, M. C., & Maranhão, C. M. S. D. A. (2009). O sistema de educação superior mundial: entre a internacionalização ativa e passiva. Avaliação: Revista da Avaliação da Educação Superior (Campinas), 14(3), 583610.CrossRefGoogle Scholar
Macaro, E., Curle, S., Pun, J., & Mohamad, M. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 5(11), 3676.CrossRefGoogle Scholar
Manh, L. D. (2012). English as a medium of instruction in Asian universities: The case of Vietnam. Language Education in Asia, 3, 263267.CrossRefGoogle Scholar
Martínez, R. (2016). English as a Medium of Instruction (EMI) in Brazilian higher education: Challenges and opportunities. In Finardi, K. R. (ed.), English in Brazil: Views, policies and programs (pp. 191228). EDUEL.Google Scholar
Mignolo, W. (2000). Local histories/global designs: Coloniality, subaltern knowledges, and border thinking. Princeton University Press,Google Scholar
Mignolo, W., & Walsh, C. (2018). On decoloniality: Concepts, analytics, praxis. Duke University Press.Google Scholar
Ministry of Higher Education Malaysia (2011). Internationalisation policy for higher education Malaysia. Ministry of Higher Education Malaysia.Google Scholar
Ministry of Higher Education Malaysia (2015). Malaysian Education Blueprint 2015–2025 (Higher Education). Ministry of Higher Education Malaysia.Google Scholar
Moore, P., & Finardi, K. R. (2019). The role of English and internationalization in the South? of the North. In Finardi, K. R. (ed.), English in the South (pp. 265292). EDUEL.Google Scholar
Pennycook, A. (1998). The right to language: Towards a situated ethics of language possibilities. Language Sciences, 20(1), 7387.CrossRefGoogle Scholar
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Routledge.CrossRefGoogle Scholar
Pennycook, A., & Makoni, S. (2020). Innovations and challenges in applied linguistics from the Global South. Routledge.Google Scholar
P’ng, G. S. H. (2021). Universities students’ perspective on the use of English as a Medium of Instruction (EMI) in the classroom. PhD thesis, Universiti Tunku Abdul Rahman, Petaling Jaya, Malaysia.Google Scholar
Rahman, M. M., & Mehar Singh, M. K. (2022). The ideology towards English as a Medium of Instruction (EMI) adoption in higher education in Malaysia: A case study. 3L: Language, Linguistics, Literature, 28(2), 109121.CrossRefGoogle Scholar
Saeed, M. A., Varghese, M., Holst, M., & Ghazali, K. (2018). Student perspectives of medium of instruction in Malaysia. In Barnard, R. and Hasim, Z. (eds), English medium instruction programmes: Perspectives from South East Asian universities (pp. 7086). Routledge.CrossRefGoogle Scholar
Sah, P. K., & Fang, F. (2023). Policies, politics, and ideologies of English-Medium Instruction in Asian universities. Routledge.CrossRefGoogle Scholar
Selvaraj, T., Chandrasekran, A. N., & Santhanam, J. (2016). The implementation of English medium instruction in the education system of National University of Malaysia. Berjaya Journal of Services & Management, 5, 6375.Google Scholar
Simbolon, N. L. (2018). EMI in Indonesian higher education: Stakeholders’ perspectives. TEFLIN Journal, 29(1), 108128.CrossRefGoogle Scholar
Simbolon, N. L. (2021). English Medium Instruction (EMI) practice: Higher education internationalization in Indonesia. Englisia: Journal of Language, Education, and Humanities, 8(2), 7283.Google Scholar
Taquini, R., & Finardi, K. R. (2021). English as a Medium of Instruction in Brazil: Evidence from UFES. Studies in English Language Teaching, 9(1), 3456. https://doi.org/10.22158/selt.v9n1p34CrossRefGoogle Scholar
Tengku Zaman, T. E. (2019). The representation of English language in the Malaysia Education Blueprint 2013–2025: A CDA perspective. Doctoral thesis, Lancaster University.Google Scholar
Too, W. K. (2017). English language teaching and policies at the tertiary level in Malaysia. In. Park, E. S. & Spolsky, B. (eds), English education at the tertiary level in Asia (pp. 109129). Routledge.CrossRefGoogle Scholar
Tran, H. T. T. (2020). Policy and practice in English as a Medium of Instruction in Vietnamese tertiary EFL contexts. Doctoral thesis, University of Newcastle Australia.Google Scholar
Tri, H. D. (2020). English-Medium Instruction in Vietnamese higher education: Ideologies, management, and practices. Doctoral thesis, University of Newcastle Australia.Google Scholar
Tsui, A., & Tollefson, J. (eds) (2007). Language policy, culture, and identity in Asian contexts. Lawrence Erlbaum Associates.Google Scholar
Vavrus, F., & Pekol, A. (2015). Critical internationalization: Moving from theory to practice. FIRE: Forum for International Research in Education, 2(2), 521.Google Scholar
Vu, N. T. T., & Burns, A. (2014). English as a Medium of Instruction: Challenges for Vietnamese tertiary lecturers. Journal of ASIA TEFL, 11(3), 131.Google Scholar

References

Abrar-ul-Hassan, S. (2021). Linguistic capital in the university and the hegemony of English: Medieval origins and future directions. SAGE Open, 11(2), 21582440211021842. https://doi.org/10.1177/21582440211021842CrossRefGoogle Scholar
Akter, S., & Mitul, S. M. (2020). English as a medium of instruction at Bangladesh university of professionals: An investigation. Journal of ELT and Education, 3, 5870.Google Scholar
Alamyar, M. N. (2017). Emerging roles of English in Afghanistan. Intesol Journal, 14(1), 124.Google Scholar
Antia, B. E., & Makoni, S. (eds) (2022). Southernizing sociolinguistics: Colonialism, racism, and patriarchy in language in the Global South. Taylor & Francis.CrossRefGoogle Scholar
Attick, D. (2017). Homo economicus at school: Neoliberal education and teacher as economic being. Educational Studies, 53(1), 3748.CrossRefGoogle Scholar
Bernstein, K. A., Hellmich, E. A., Katznelson, N., Shin, J., & Vinall, K. (2015). Introduction to the special issue: Critical perspectives on neoliberalism in second/foreign language education. L2 Journal, 7(3), 314.CrossRefGoogle Scholar
Bhatia, K. T. (2022). English language policy in multilingual India. In Low, E. L. & Pakir, A. (eds), English in East and South Asia: Policy, features and language in use (pp. 116). Routledge.Google Scholar
Bolander, B. & Sultana, S. (2019). Ordinary English amongst communities in South and Central Asia. International Journal of Multilingualism, 16(2). 162174.CrossRefGoogle Scholar
Bolton, K., Botha, W., & Kirkpatrick, A. (2020). English in Asian universities. In Bolton, K., Botha, W., & Kirkpatrick, A. (eds), The Handbook of Asian Englishes (pp. 133168). Wiley Blackwell.CrossRefGoogle Scholar
Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Routledge.CrossRefGoogle Scholar
Chakraborty, T., & Bakshi, S. K. (2016). English language premium: Evidence from a policy experiment in India. Economics of Education Review, 50, 116. https://doi.org/10.1016/j.econedurev.2015.10.004CrossRefGoogle Scholar
Coleman, H. (2022). The roles of English in Afghanistan. World Englishes, 41(1), 5471.CrossRefGoogle Scholar
De Costa, P. I., Park, J. S., & Wee, L. (2016). Language learning as linguistic entrepreneurship: Implications for language education. Asia-Pacific Education Researcher, 25(5–6), 695702.CrossRefGoogle Scholar
De Costa, P. I., Park, J. S., & Wee, L. (2019). Linguistic entrepreneurship as affective regime: Organizations, audit culture, and second/foreign language education policy. Language Policy, 18(3), 387406.CrossRefGoogle Scholar
De Costa, P. I., Park, J. S., & Wee, L. (2021). Why linguistic entrepreneurship. Multilingua, 40(2), 139153.CrossRefGoogle Scholar
De Costa, P. I., Singh, J. G., Milu, E., Wang, X., Fraiberg, S., & Canagarajah, S. (2017). Pedagogizing translingual practice: Prospects and possibilities. Research in the Teaching of English, 51(4), 464472.CrossRefGoogle Scholar
Dendup, P. (2020). The beliefs and practices of Bhutanese English teachers in teaching grammar in English as a second language (ESL) classroom in Bhutan. International Journal of Linguistics and Translation Studies, 1(2), 8499.CrossRefGoogle Scholar
Dukpa, L. (2019). Language policy in Bhutan. In Kirkpatrick, A. & Liddicoat, A. J. (eds), The Routledge International Handbook of Language Education Policy in Asia (pp. 355363). Routledge.Google Scholar
Govender, R., & Hugo, A. J. (2020). An analysis of the results of literacy assessments conducted in South African primary schools. South African Journal of Childhood Education, 10(1), 113.CrossRefGoogle Scholar
Haider, S. & Manan, S. A. (2022). English in Pakistan: Language policy, features, and present-day use. In Low, E. L. & Pakir, A. (eds), English in East and South Asia: Policy, features and language in use (pp. 242256). Routledge.Google Scholar
Hamid, M. O., Nguyen, H. T. M., & Baldauf, R. B. (2013). Medium of instruction in Asia: Context, processes and outcomes. Current Issues in Language Planning, 14(1), 115. https://doi.org/10.1080/14664208.2013.792130CrossRefGoogle Scholar
Hamid, M. O., Nguyen, H. T. M., & Baldauf, R. B. (eds) (2015). Language planning for the medium of instruction in Asia. Routledge.CrossRefGoogle Scholar
Haque, E. (2017). Neoliberal governmentality and Canadian migrant language training policies. Globalisation, Societies and Education, 15(1), 96113.CrossRefGoogle Scholar
Harvey, D. (2005). A brief history of neoliberalism. Oxford University Press.CrossRefGoogle Scholar
Jahan, I. (2021). Perception of social class and the discursive construction of identity in the medium of instruction space. In Sultana, S., Roshid, M. M., Haider, M. Z., Kabir, M. M. N., & Khan, M. H. (eds), The Routledge handbook of English language education in Bangladesh (pp. 241254). Routledge.Google Scholar
Jahan, I., & Hamid, M. O. (2019). English as a medium of instruction and the discursive construction of elite identity. Journal of Sociolinguistics, 23(4), 386408.CrossRefGoogle Scholar
Jayathilake, C., Hettiarachchi, S., & Pereira, S. S. (2021). ‘EMI is a war’ – Lecturers’ practices of, and insights into English medium instruction within the context of Sri Lankan higher education. Journal of Language Teaching and Research, 12(6), 864874.CrossRefGoogle Scholar
Khan, M. H. & Sultana, S. (2021). A critical exploration of private university students’ approach toward English as a medium of instruction in Bangladesh. In Sultana, S., Roshid, M. M., Haider, M. Z., Kabir, M. M. N., & Khan, M. H. (eds), The Routledge handbook of English language education in Bangladesh (pp. 284297). Routledge.Google Scholar
Kubota, R. (2011). Questioning linguistic instrumentalism: English, neoliberalism, and language tests in Japan. Linguistics and Education, 22(3), 248260.CrossRefGoogle Scholar
Lasagabaster, D. (2022). English-Medium Instruction in higher education. Cambridge University Press.CrossRefGoogle Scholar
Liyanaga, I. (2022). English language policy in Sri Lanka: Historical developments, current realities and future challenges. In Low, E. L. & Pakir, A. (eds), English in East and South Asia: Policy, features and language in use (pp. 90104). Routledge.Google Scholar
Low, E. L. & Pakir, A. (2022). English in East and South Asia: Context and issues. In Low, E. L. & Pakir, A. (eds), English in East and South Asia: Policy, features and language in use (pp. 116). Routledge.Google Scholar
Luke, A. (2012). Critical literacy: Foundational notes. Theory into Practice, 51(1), 411.CrossRefGoogle Scholar
Mahboob, A. (2017). English medium instruction in higher education in Pakistan: Policies, perceptions, problems, and possibilities. In Fenton-Smith, B., Humphreys, P., & Walkinshaw, I. (eds), English Medium Instruction in higher education in Asia-Pacific (pp. 7191). Springer.CrossRefGoogle Scholar
Manan, S. A., & David, M. K. (2014). Mapping ecology of literacies in educational setting: The case of local mother tongues vis-à-vis Urdu and English languages in Pakistan. Language and Education, 28(3), 203222.CrossRefGoogle Scholar
Meierkord, C. (2018). English in paradise: The Maldives: English is rapidly establishing itself as a second language in a society transforming from fishing to tourism and trade. English Today, 34(1), 211.CrossRefGoogle Scholar
Mesti, S. (2020). Language reading and its implications on learners’ pronunciation: A case study of a Pakistani school in Oman. In Arab World English Journal (AWEJ) proceedings of 2nd MEC TESOL conference (pp. 111119). AWEJ.Google Scholar
Mignolo, W. D., & Walsh, C. E. (2018). On decoloniality: Concepts, analytics, praxis. Duke University Press.Google Scholar
Mohamed, N. (2020). First language loss and negative attitudes towards dhivehi among young Maldivians: Is the English-first educational policy to blame? TESOL Quarterly, 54(3), 743772.CrossRefGoogle Scholar
Mohanty, A. M. (2010). Overcoming the language barrier for tribal children: MLE in Andhra Pradesh and Orissa, India. In Skutnabb-Kangas, T., Phillipson, R., Mohanty, A., & Panda, M. (eds), Multilingual education for social justice: Globalizing the local (pp. 278291). BlackSwan.Google Scholar
Orfan, S. N. (2020). Afghan undergraduate students’ attitudes towards learning English. Cogent Arts & Humanities, 7(1), 1723831.CrossRefGoogle Scholar
Pandey, S. B. (2020). English in Nepal. World Englishes, 39(3), 500513.CrossRefGoogle Scholar
Pennycook, A., & Makoni, S. (2020). Innovations and challenges in applied linguistics from the Global South. Routledge.Google Scholar
Pherali, T., & Sahar, A. (2018). Learning in the chaos: A political economy analysis of education in Afghanistan. Research in Comparative and International Education, 13(2), 239258.CrossRefGoogle Scholar
Phillipson, R. (2013). Linguistic imperialism continued. Routledge.CrossRefGoogle Scholar
Phyak, P. (2013). Language ideologies and local languages as the medium-of-instruction policy: A critical ethnography of a multilingual school in Nepal. Current Issues in Language Planning, 14, 127143.CrossRefGoogle Scholar
Phyak, P., & Sah, P. K. (2022). Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Applied Linguistics Review, 2022. https://doi.org/10.1515/applirev-2022-0070Google Scholar
Poudel, T. (2019). The place of English in educational policy of Nepal: A critical discourse analysis. Journal of Nepalese Studies, 12(1), 112128.Google Scholar
Rahman, M. M., Islam, M. S., Hasan, M. K., & Singh, M. K. M. (2021). English medium instruction: Beliefs and attitudes of university lecturers in Bangladesh and Malaysia. Issues in Educational Research, 31(4), 12131230.Google Scholar
Rahman, M. M., & Singh, M. K. M. (2020). Language ideology of English-medium instruction in higher education: A case study from Bangladesh. English Today, 36(4), 4046. https://doi.org/10.1017/S0266078419000294CrossRefGoogle Scholar
Rahman, T. (1997). The medium of instruction controversy in Pakistan. Journal of Multilingual and Multicultural Development, 18(2), 145154.CrossRefGoogle Scholar
Roshid, M. M., & Sultana, S. (2023). Desire and marketizing English version of education as a commodity in the linguistic market in Bangladesh. Qualitative Report, 28(3), 906928.Google Scholar
Sah, P. K. (2022a). English medium instruction in South Asia’s multilingual schools: Unpacking the dynamics of ideological orientations, policy/practices, and democratic questions. International Journal of Bilingual Education and Bilingualism, 25(2), 742755.CrossRefGoogle Scholar
Sah, P. K. (2022b). English as a medium of instruction, social stratification, and symbolic violence in Nepali schools: Untold stories of Madhesi children. In Adinolfi, L., Bhattacharya, U., & Phyak, P. (eds), Multilingual Education in South Asia (pp. 5068). Routledge.CrossRefGoogle Scholar
Sah, P. K., & Karki, J. (2023). Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development, 44(1), 2034.CrossRefGoogle Scholar
Sah, P. K., & Kubota, R. (2022). Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes, 24(2), 132146.CrossRefGoogle Scholar
Sah, P. K., & Li, G. (2018). English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 109123.CrossRefGoogle Scholar
Saraceni, M., & Jacob, C. (2021). Decolonizing (world) Englishes. In Onysko, A. (ed.), Research developments in World Englishes (pp. 1128). Bloomsbury Publishing.Google Scholar
Seargeant, P., Erling, E. J., Solly, M., Chowdhury, Q. H., & Rahman, S. (2017). Analysing perceptions of English in rural Bangladesh. World Englishes, 36(4), 631644.CrossRefGoogle Scholar
Silva, Daniel N. (2022). Transidiomatic favela: Language resources and embodied resistance in Brazilian and South African peripheries. Applied Linguistics Review, 2022. https://doi.org/10.1515/applirev-2022-0066Google Scholar
Sridhar, S. N. (2020). Indian English. In Bolton, K., Botha, W., & Kirkpatrick, A. (eds), The Handbook of Asian Englishes (pp. 241277). Wiley Blackwell.CrossRefGoogle Scholar
Steger, M. B., & Roy, R. K. (2010). Neoliberalism: A very short introduction. Oxford University Press.CrossRefGoogle Scholar
Sultana, S. (2014). English as a medium of instruction in Bangladesh’s higher education: Empowering or disadvantaging students? Asian EFL Journal, 16(1), 1152.Google Scholar
Sultana, S. (2018). Language practices and performances of the identity of young adults within spaces of a private university in Bangladesh. Bangladesh English Language Teachers Association Journal, 2, 128.Google Scholar
Sultana, S. (2021). ‘Khaet’ (Hick) vs. ‘fast’ and the construction of others: Educational background and identification of university students in Bangladesh. In Sultana, S., Roshid, M. M., Haider, M. Z., Kabir, M. M. N., & Khan, M. H. (eds), The Routledge handbook of English language education in Bangladesh (pp. 255270). Routledge.Google Scholar
Sultana, S. (2022). Applied linguistics from the Global South: Way forward to linguistic equality and social justice. Applied Linguistics Review, 2022. https://doi.org/10.1515/applirev-2022-0071/htmlGoogle Scholar
Sultana, S. (2023a). EMI in the neoliberal private higher education of Bangladesh: Fragmented learning opportunities. In Sah, P. & Fang, G. F. (eds), English-Medium Instruction in multilingual universities: Politics, policies, and pedagogies in Asia (pp. 83103). Routledge.Google Scholar
Sultana, S. (2023b). Indigenous ethnic languages in Bangladesh: Paradoxes of the multilingual ecology. Ethnicities, 23(5), 680705.CrossRefGoogle Scholar
Sultana, S., Ahmed, T. N., Bhuiyan, F. N., & Huda, S. (2022). Linguistic governmentality, neoliberalism, and communicative language teaching: Invisibility of Indigenous ethnic languages in the multilingual schools in Bangladesh. In Makoni, S. & Bassey, A. (eds), Southernizing sociolinguistics: Colonialism, racism, and patriarchy in language in the Global South (pp. 251269). Routledge.CrossRefGoogle Scholar
Sultana, S. & Bolander, B. (2022). English in a multilingual ecology: ‘Structures of feeling’ in South and Central Asia. Multilingua, 41(4), 387414. https://doi.org/10.1515/multi-2020-0141CrossRefGoogle Scholar
Sultana, S. & Dovchin, S. (2019). Relocalization in digital language practices of university students in Asian peripheries: Critical awareness in a language classroom (special issue). Linguistics and Education, 62, 100752. https://doi.org/10.1016/j.linged.2019.100752CrossRefGoogle Scholar
Sultana, S. & Roshid, M. M. (2021). English language and English language education in the multilingual ecology of Bangladesh: Past, present and future. In Sultana, S., Roshid, M. M., Haider, M. Z., Kabir, M. M. N., & Khan, M. H. (eds), The Routledge handbook of English language education in Bangladesh (pp. 1–14). Routledge.Google Scholar
Sultana, S., Roshid, M. M., Haider, Z., Kabir, N., & Hasan, M. (2021). The Routledge handbook of English language education in Bangladesh. Routledge.Google Scholar
Tshering, K. (2020). The status and role of English as a language of administration in Bhutan. Journal of World Englishes and Educational Practices, 2(4), 3143.CrossRefGoogle Scholar
Tupas, R. (2021). Fostering translingual dispositions against unequal Englishes. English in Education, 55(3), 222238.CrossRefGoogle Scholar
Vulli, D. (2014). English and medium of instruction: Dalit discourse in Indian education. Research Journal of Educational Sciences, 2(2), 16.Google Scholar
Walkinshaw, I., Fenton-Smith, B., & Humphreys, P. (2017). EMI issues and challenges in Asia-Pacific higher education: An introduction. In Fenton-Smith, B., Humphreys, P., & Walkinshaw, I. (eds), English Medium Instruction in higher education in Asia-Pacific (pp. 118). Springer.Google Scholar
Warriner, D. S. (2016). ‘Here, without English, you are dead’: Ideologies of language and discourses of neoliberalism in adult English language learning. Journal of Multilingual and Multicultural Development, 37(5), 495508.CrossRefGoogle Scholar
Wijesekera, H. D., & Hamid, M. O. (2022). The dynamics of bilingual education in post-conflict Sri Lanka. In Adinolfi, L., Bhattacharya, U., & Phyak, P. (eds), Multilingual Education in South Asia (pp. 425). Routledge.CrossRefGoogle Scholar

References

Ager, E. D. (2005). Prestige and image planning. In Hinkel, E. (ed.), Handbook of research in second language teaching and learning (pp. 10351054). Lawrence Erlbaum.Google Scholar
Ahmed, A. K. (2017). #RhodesMustFall. Decolonization, praxis and disruption. Journal of Comparative and International Higher Education, 9(3), 812.Google Scholar
Alexander, N. (1997). Language policy and planning in the new South Africa. African Sociological Review, 1(1), 8298.Google Scholar
Bamgbose, A. (2003). A recurring decimal: English in language policy and planning. World Englishes, 22(4), 419–31.Google Scholar
Bouchard, J., & Glasgow, G. P. (eds.) (2019). Agency in language policy and planning. Routledge.Google Scholar
Bourdieu, P. (1991). Language and symbolic power, trans. G. Raymond and M. Adamson. Polity Press.Google Scholar
Casale, D., & Posel, D. (2011). English language proficiency and earnings in a developing country: The case of South Africa. Journal of Socio-Economics, 40(4), 385393.Google Scholar
Coupland, N. (2013). Introduction: Sociolinguistics in the global era. In Coupland, N. (ed.), The handbook of language and globalization (pp. 127). Wiley-Blackwell.Google Scholar
De Costa, P., Park, J. S., & Wee, L. (2016). Language learning as linguistic entrepreneurship: Implications for language education. Asia-Pacific Education Researcher, 25(5–6), 695702. https://doi.org/10.1007/s40299-016-0302-5CrossRefGoogle Scholar
Dube, B. (2017). Afrikaans must fall and English must rise: Ironies and contradictions in protests by South African university students. Africa Insight, 47(2), 1327.Google Scholar
Eastman, C. (1990). Language planning in post-apartheid SA. TESOL Quarterly, 24(1), 922.CrossRefGoogle Scholar
Edwards, V. (2004). Multilingualism in the English-speaking world. Blackwell.CrossRefGoogle Scholar
Elliott-Cooper, A. (2017). Free, decolonised education. A lesson from the South African student struggle. Area, 49(3), 332334. https://doi.org/10.1111/area.12375CrossRefGoogle Scholar
Ferguson, G. (2006). Language planning in education. Edinburgh University Press.CrossRefGoogle Scholar
Fishman, J. A. (1996). Introduction: Some empirical and theoretical issues. In Fishman, J., Conrad, A., & Rubal-Lopez, A. (eds), Post-imperial English: Status change in former British and American colonies, 1940–1990 (pp. 312). Mouton.CrossRefGoogle Scholar
Fishman, J. A. (2006). Language policy and language shift. In Ricento, T. (ed.), An introduction to language policy: Theory and method (pp. 311328). Blackwell.Google Scholar
Gill, S. K. (2006). Change in language policy in Malaysia: The reality of implementation in public universities. Current Issues in Language Planning, 7(1), 8294.CrossRefGoogle Scholar
Ginsburgh, V., & Weber, S. (2016). The Palgrave handbook of economics and language. Palgrave Macmillan.CrossRefGoogle Scholar
Giri, R. A. (2010). Cultural anarchism: The consequences of privileging languages in Nepal. Journal of Multilingual and Multicultural Development, 31(1), 87100.CrossRefGoogle Scholar
Gopinath, C. (2008). Globalization: A multidimensional system. Sage.CrossRefGoogle Scholar
Grin, F. (1996). Studying the links between language and the economy: Core concepts and research goals. In Riemersma, et al. (eds.), Forum – Conference: Economic development in rural areas in interactions with minority languages (pp. 1119). Report of the International Conference, 11–14 October 1995. Berie foar it Frysk.Google Scholar
Grin, F., Sfreddo, C., & Vaillancourt, F. (2010). The economics of the multilingual workplace. Routledge.Google Scholar
Grin, F., & Vaillancourt, F. (2021). The economics of “language[s] at work”: Theory, hiring model and evidence. In Lewis, H. & McLeod, W. (eds), Language revitalisation and social transformation (pp. 193224). Springer. https://doi.org/10.1007/978-3-030-80189-2_8CrossRefGoogle Scholar
Gupta, A. (1997). When mother-tongue education is not preferred. Journal of Multilingual and Multicultural Development, 18(6), 496506.CrossRefGoogle Scholar
Hamid, O. H., & Jahan, I. (2015). Language, identity, and social divides: Medium of instruction debates in Bangladeshi. Comparative Education Review, 59(1), 75101.CrossRefGoogle Scholar
Helete, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and eurocentrism in South Africa. Transformation in Higher Education, 1(1), 18.Google Scholar
Hendricks, C. (2018). Decolonizing universities in SA: Rigged spaces? International Journal of African Renaissance Studies, 13(1), 1638.Google Scholar
Hornberger, N., & Vaishi, V. (2009). Multilingual language policy and school linguistic practice: Globalization and English-language teaching in India, Singapore and South Africa. Journal of Comparative and International Education, 39(3), 305320.CrossRefGoogle Scholar
Kachru, B. B. (1996). World Englishes: Agony and ecstasy. Journal of Aesthetic Education, 30(2), 135155.CrossRefGoogle Scholar
Kamwangamalu, N. M. (1997). Multilingualism and education policy in post-apartheid South Africa. Language Problems and Language Planning, 21(3), 234253.CrossRefGoogle Scholar
Kamwangamalu, N. M. (ed.) (2002). Journal of World Englishes, 21(1). Special issue “English in South Africa.”Google Scholar
Kamwangamalu, N. M. (2003). When 2 + 9 = 1: English and the politics of language planning in a multilingual society: South Africa. In Mair, C. (ed.), The politics of English as a world language (pp. 235246). Rodopi B.V.CrossRefGoogle Scholar
Kamwangamalu, N. M. (2004). Language policy/language economics interface and mother-tongue education in post-apartheid South Africa. Language Problems and Language Planning, 28, 131146.CrossRefGoogle Scholar
Kamwangamalu, N. M. (2013). Effects of policy on English-medium instruction in Africa. World Englishes, 32(3), 325337.CrossRefGoogle Scholar
Kamwangamalu, N. M. (2016). Language policy and economics: The language question in Africa. Palgrave Macmillan.Google Scholar
Kamwangamalu, N. M. (2018). The issue of the medium of instruction in Africa as an “inheritance situation.” Current Issues in Language Planning, 19(2), 133135.CrossRefGoogle Scholar
Kamwangamalu, N. M. (2019). Language ideologies and practice in Africa. Journal of Sociolinguistics, 23(5), 543554.CrossRefGoogle Scholar
Knudsen, B. T., & Andersen, C. (2019). Affective politics and colonial heritage, Rhodes Must Fall at UCT and Oxford. International Journal of Heritage Studies, 25(3), 239258. https://doi.org/10.1080/13527258.2018.1481134CrossRefGoogle Scholar
Kros, C. (2015). Rhodes Must Fall: Archives and counter-archives. Critical Arts, 29(supp. 1), 150165. https://doi.org/10.1080/02560046.2015.1102270CrossRefGoogle Scholar
Laitin, D. (1992). Language repertoires and state construction in Africa. Cambridge University Press.CrossRefGoogle Scholar
Laitin, D. (1993). The game theory of language regime. International Political Science Review, 14(3), 227239.CrossRefGoogle Scholar
Lee, H. Y. (2022). Supranational language policy and planning: A case study of the Association of Southeast Asian Nations (ASEAN). Doctoral dissertation, School of Education, University of Queensland.Google Scholar
London, N. (2003). Ideology and politics in English language education in Trinidad and Tobago: The colonial experience and a postcolonial critique. Comparative Education Review, 47(3), 287320.CrossRefGoogle Scholar
Lueg, C., & Lueg, R. (2015). Why do students choose English as a Medium of Instruction? A Bourdieusian perspective on the study strategies of non-native English speakers. Academy of Management Learning & Education, 14(1), 530.CrossRefGoogle Scholar
Macaro, E. (2022). English Medium Instruction: What do we know so far and what do we still need to find out? Language Teaching, 55(4), 533546. https://doi.org/10.1017/S0261444822000052CrossRefGoogle Scholar
Macaro, E., Akincioglu, M., & Dearden, J. (2016). English Medium Instruction in universities: A collaborative experiment in Turkey. Studies in English Language Teaching, 4(1), 5176.CrossRefGoogle Scholar
Malherbe, E.G. (1977). Education in South Africa II: 1923–75. Juta.Google Scholar
Martin-Jones, M. (2007). Bilingualism, education and the regulation of access to language resources. In Heller, M. (ed.), Bilingualism: A social approach (pp. 161162). Palgrave MacMillan.CrossRefGoogle Scholar
Mathew, L. (2022). English linguistic imperialism from below: Moral aspiration and social mobility. Multilingual Matters.Google Scholar
Muthi, S., & Del Percio, A. (2018). Policing for commodification: Turning communicative resources into commodities. Language Policy, 17, 129135.CrossRefGoogle Scholar
Naidoo, J. (2012). The hegemonic position of English as a medium of instruction at primary school level in Kwazulu-natal, and its impact on parents’ preferences of schooling for their children. Doctoral thesis, Department of Media, Language and Communication, Durban University of Technology.Google Scholar
Nkosi, Z. P. (2014). Postgraduate students’ experiences and attitudes toward isiZulu as a medium of instruction at the University of KwaZulu-Natal. Current Issues in Language Planning, 15(3), 245264.CrossRefGoogle Scholar
Nyamnjoh, F. B. (2016). #RhodesMustFall: Nibbling at resilient colonialism in South Africa. Langaa Research and Publishing.CrossRefGoogle Scholar
Phyak, P. (2011). Beyond the façade of language planning for Nepalese primary education: Monolingual hangover, elitism and displacement of local languages? Current Issues in Language Planning, 12(2), 265287.CrossRefGoogle Scholar
Prah, K. K. (1995). African languages for the mass education of Africans. Education, Science and Documentation Center.Google Scholar
Prah, K.K. (2016). Towards the intellectualization of African Language. Presentation made to the Annual School of Human and Social Sciences Lectures, University of Venda, May 18–20, 2016.Google Scholar
Republic of South Africa (1996). Constitution of the Republic of South Africa. Government Printer.Google Scholar
Richards, J., & Pun, J. (2023). A typology of English-Medium Instruction. RELC Journal, 54(1), 216240.CrossRefGoogle Scholar
Ridala, S. (2020). Language skills and labour market returns: A meta-regression analysis. Language Problems and Language Planning, 44(2), 200241.CrossRefGoogle Scholar
Schiffman, H. F. (1996). Linguistic culture and language policy. Routledge.CrossRefGoogle Scholar
Scotton, C. M. (1990). Elite closure as boundary maintenance. In Weinstein, B. (ed.), Language policy and political development (pp. 2552). Ablex.Google Scholar
Silva, P. (1998). South African English: Oppressor or liberator? In Lindquist, H. (ed.), The major varieties of English: Papers from MAVEN 97, Växȷ̈o 20–22 November 1997 (pp. 6978). Almqvist & Wiksell International.Google Scholar
Smit, U. (1998). SAn English lexemes for SAns – A case in point for a developing multicultural standard of English. In Lindquist, H. (ed.), The major varieties of English: Papers from MAVEN 97, Växȷ̈o 20–22 November 1997 (pp. 7992). Almqvist & Wiksell International.Google Scholar
Sunnemark, L., & Thörn, H. (2023). Decolonizing higher education in a global post-colonial era: #RhodesMustFall from Cape Town to Oxford. Review of Education, Pedagogy, and Cultural Studies, 45(1), 5376.CrossRefGoogle Scholar
Tollefson, J. W. (2002). The language debates: Preparing for war in Yugoslavia, 1980–1991. International Journal of the Sociology of Language, 154, 6582.Google Scholar
Tollefson, J. W. (2013). Language policies in education: Critical issues, 2nd ed. Routledge.Google Scholar
Turner, N., & Wildsmith-Cromarty, R. (2014). Challenges to the implementation of bilingual/multilingual policies at tertiary institutions in South Africa (1995–2012). Language Matters, 45(3), 295312.CrossRefGoogle Scholar
UNICEF (2016). The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa. UNICEF. www.unicef.org/esa/sites/unicef.org.esa/files/2018-09/UNICEF-2016-Language-and-Learning-FullReport.pdfGoogle Scholar
Webb, V. (2004). African languages as media of instruction: Stating the case. Language Problems and Language Planning, 28(2), 147173.CrossRefGoogle Scholar

References

Agnihotri, R. K. (1992). India: Multilingual perspectives. In Crawhall, N. (ed.), Democratically speaking: International perspectives on language planning (pp. 4655). National Language Project.Google Scholar
Agnihotri, R. K. (1995). Multilingualism as a classroom resource. In Heugh, K., Siegrühn, A., & Plüddemann, P. (eds), Multilingual education for South Africa (pp. 314). Heinemann.Google Scholar
Agnihotri, R. K. (2007). Towards a pedagogical paradigm rooted in multilinguality. International Multilingual Research Journal, 1(2), 7988.CrossRefGoogle Scholar
Akinnaso, F. N. (1991). Toward the development of a multilingual language policy in Nigeria. Applied Linguistics, 12(1), 2961.CrossRefGoogle Scholar
Alidou, H., Boly, A., Brock-Utne, B., Diallo, Y. S., Heugh, K., & Wolff, H. E. (2006). Optimizing learning and education in Africa: The language factor. ADEA and UNESCO.Google Scholar
Australian Bureau of Statistics (2021). Population: Census. https://tinyurl.com/56facee8.Google Scholar
Bamgbose, A. (1984). Mother-tongue medium and scholastic attainment in Nigeria. Prospects: Quarterly Review of Education, 14(1), 8793.CrossRefGoogle Scholar
Bamgboṣe, A. (2000). Language and exclusion: The consequences of language policies in Africa, vol. 12. LIT Verlag Münster.Google Scholar
Bamgbose, A. (2014). The language factor in development goals. Journal of Multilingual and Multicultural Development, 35(7), 646657.CrossRefGoogle Scholar
Benson, C., & Plüddemann, P. (2010). Empowerment of bilingual education professionals: The training of trainers’ programme for educators in multilingual settings in southern Africa (ToTSA) 2002–2005. International Journal of Bilingual Education and Bilingualism, 13(3), 371394.CrossRefGoogle Scholar
Bock, Z., & Stroud, C. (eds) (2021). Language and decoloniality in higher education: Reclaiming voices from the south. Bloomsbury Publishing.Google Scholar
Bylund, E., Khafif, Z., & Berghoff, R. (2023). Linguistic and geographic diversity in research on second language acquisition and multilingualism: An analysis of selected journals. Applied Linguistics, amad022. https://doi.org/10.1093/applin/amad022Google Scholar
Chimbutane, F. (2018). Language and citizenship education in postcolonial Mozambique. Journal of Social Science Education, 17(4), 825.Google Scholar
Chumbow, B. S. (2009). Linguistic diversity, pluralism and national development in Africa. Africa Development, 34(2), 2145.CrossRefGoogle Scholar
Clyne, M. (2004). Trapped in a monolingual mindset. Principal Matters, 59, 1820.Google Scholar
Coleman, H. (ed.) (2011). Dreams and realities: Developing countries and the English language. British Council.Google Scholar
Coleman, H. (2022). The roles of English in Afghanistan. World Englishes, 41, 5471.CrossRefGoogle Scholar
Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Polity Press.Google Scholar
Crawhall, N. T. (1992). Democratically speaking: International perspectives on language planning. National Language Project.Google Scholar
Curr, E. M. (1886). The Australian race: Its origin, languages, customs, place of landing in Australia and the routes by which it spread itself over the continent, vol. 1. J. Ferres.Google Scholar
Dobinson, T., Dryden, S., Dovchin, S., Gong, Q., & Mercieca, P. (2024). Translanguaging and ‘English Only’ at universities. TESOL Quarterly, 58, 307333.CrossRefGoogle Scholar
Eberhard, D., Simons, G. F., & Fenning, C. D. (eds) (2022). Ethnologue: Languages of Africa and Europe. SIL International Publications.Google Scholar
Escobar, A. (2018). Designs of the pluriverse. Duke University Press.CrossRefGoogle Scholar
Fafunwa, A. B. (1975). Education in the mother-tongue: A Nigerian experiment – the six-year (Yoruba medium) primary education project at the University of Ife, Nigeria. West African Journal of Education, 19(2), 213227.Google Scholar
Fanon, F. (2002 [1961]). Les Damnés de la terre. La Découverte.Google Scholar
Heugh, K. (1987). Underlying ideologies of language medium policies in multilingual societies with particular reference to Southern Africa. MPhil dissertation, University of Cape Town.Google Scholar
Heugh, K. (2003). Can authoritarian separatism give way to linguistic rights? A South African case study. Current Issues in Language Planning, 4, 126145.CrossRefGoogle Scholar
Heugh, K. (2011). Cost implications of the provision of mother-tongue and strong bilingual models of education in Africa. In Ouane, A. & Glanz, C. (eds), Optimising learning, education and publishing in Africa: The language factor (pp. 255289). UNESCO Institute for Lifelong Learning.Google Scholar
Heugh, K. (2013). Multilingual education policy in South Africa constrained by theoretical and historical disconnections. Annual Review of Applied Linguistics, 33, 215237.CrossRefGoogle Scholar
Heugh, K., Benson, C., Gebre Yohannes, M. A., & Bogale, B. (2012). Implications for multilingual education: Student achievement in different models of education in Ethiopia. In Skutnabb-Kangas, T. & Heugh, K. (eds.), Multilingual education and sustainable development work: From periphery to center (pp. 239262). Routledge.Google Scholar
Heugh, K., French, M., Arya, V., Pham, M., Tudini, V., Billinghurst, N., Tippett, C. L-C., Nichols, J., & Viljoen, J-M. (2022). Multilingualism, translanguaging and transknowledging: Translation technology in EMI higher education. AILA Review, 35(1), 89127.CrossRefGoogle Scholar
Heugh, K, Li, X, & Song, Y. (2017). Multilingualism and translanguaging in the teaching of and through English: Rethinking linguistic boundaries in an Australian University. In Fenton-Smith, B., Humphries, P. & Walkinshaw, I. (eds), English medium instruction in higher education in Asia-Pacific: Issues and challenges from policy to pedagogy (pp. 259279). Springer.CrossRefGoogle Scholar
Heugh, K., Stroud, C., Taylor-Leech, K, & De Costa, P. (2021). A sociolinguistics of the south. In Heugh, K., Stroud, C., Taylor-Leech, K., & De Costa, P. I. (eds), A sociolinguistics of the South (pp. 119). Routledge.CrossRefGoogle Scholar
Kusch, R. (1970). El pensamiento indígena y popular en América. Hachette.Google Scholar
Maturana, H. R., & Verden-Zöller, G. (2008). The origin of humanness in the biology of love. Imprint Academic.Google Scholar
Mignolo, W. D., & Walsh, C. E. (2018). On decoloniality: Concepts, analytics, praxis. Duke University Press.Google Scholar
Nallaya, S., Heugh, K., & Fazakerley, R. (2019). English Language and Intercultural Learning and Teaching (ELILT) framework and resources. Division of Education, Arts & Social Sciences, University of South Australia. https://lo.unisa.edu.au/course/view.php?id=17391Google Scholar
Ngũgı̃ wa Thiong’o (1986). Decolonising the mind: The politics of language in African literature. James Currey.Google Scholar
Ngũgı̃ wa Thiong’o (1992). Interview. In Jussawalla, F. & Dasenbrock, R. W. (eds), Interviews with writers of the postcolonial world. University Press of Mississippi.Google Scholar
Nye, J. S., Jr. (1990). Soft power. Foreign Policy, 80, 153171. https://doi.org/10.2307/1148580CrossRefGoogle Scholar
Obanya, P. (1999). Popular fallacies on the use of African languages in education. Social Dynamics, 25(1), 81100.CrossRefGoogle Scholar
Oostendorp, M. (2022). Linguistic repertoire: South/North trajectories and entanglements. Journal of Multicultural Discourses, 17(4), 298311.CrossRefGoogle Scholar
Ouane, A., & Glanz, C. (2011). Optimising learning, education and publishing in Africa: The language factor – A review and analysis of theory and practice in mother-tongue and bilingual education in Sub-Saharan Africa. UNESCO Institute for Lifelong Learning.Google Scholar
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.Google Scholar
Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 143.CrossRefGoogle Scholar
Potts, D., & Cutrim Schmid, E. (2022). Plurilingual practice in language teacher education: An exploratory study of project design and ideological change. AILA Review, 35(1), 6088.CrossRefGoogle Scholar
Rosendal, T., & Amini Ngabonziza, J. D. (2023). Amid signs of change: Language policy, ideology and power in the linguistic landscape of urban Rwanda. Language Policy, 22, 7394. https://doi.org/10.1007/s10993-022-09624-5Google Scholar
Salomone, R. (2022). The rise of English: Global politics and the power of language. Oxford University Press.CrossRefGoogle Scholar
Santos, B. de S. (2018). The end of the cognitive empire. Duke University Press.CrossRefGoogle Scholar
Sayer, P. (2019). The hidden curriculum of work in English language education: Neoliberalism and early English programs in public schooling. Aila Review, 32(1), 3663.CrossRefGoogle Scholar
Siatchitema, A. K. (1992). When nationalism conflicts with nationalist goals: Zambia. In Crawhall, N. T. (ed.), Democratically speaking (pp. 1721). National Language Project.Google Scholar
Simpson, J., & Muvunyi, E. (2012). Teacher training in Rwanda and the shift to English-medium education. Commonwealth Education Partnerships, 13, 154157.Google Scholar
Srivastava, A. K. (1986). Language planning in a multilingual context: Education and psychological implications. In Annamalai, B., Jernudd, H., & Rubin, J. (eds), Language planning: Proceedings of an Institute. Central Institute of Indian Languages.Google Scholar
Srivastava, A. K. (1990). Multilingualism and school education in India: Special features, problems and prospects. In Pattanayak, D. P. (ed.), Multilingualism in India (pp. 3753). Multilingual Matters.Google Scholar
Taylor, N., & Vinjevold, P. (eds) (1999). Getting learning right: Report of the President’s education initiative research project. Joint Education Trust.Google Scholar
Tripathi, P. D. (1990). English in Zambia. English Today, 6(3), 3438.CrossRefGoogle Scholar
Windle, J., Heugh, K., French, M., Armitage, J., & Chang, L-C. (2023). Reciprocal multilingual awareness for linguistic citizenship. Language Awareness, 32(4), 582599. https://doi.org/10.1080/09658416.2023.2282585CrossRefGoogle Scholar
Woldeyes, Y. G. (2022). English linguistic imperialism and mother tongue medium education in Ethiopia. In Skutnabb-Kangas, T. & Phillipson, R. (eds), The handbook of linguistic human rights (pp. 393404). Wiley.CrossRefGoogle Scholar
Yalun, A. (2019). International promotion of Chinese language in the new era. International Education Studies, 12(7), 6779.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×