Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-745bb68f8f-5r2nc Total loading time: 0 Render date: 2025-01-31T13:55:03.502Z Has data issue: false hasContentIssue false

1 - Critical Views of English Medium Instruction

Published online by Cambridge University Press:  31 January 2025

By
Seyyed-Abdolhamid Mirhosseini  and
Peter I. De Costa
Edited by
Seyyed-Abdolhamid Mirhosseini  and
Peter I. De Costa
Seyyed-Abdolhamid Mirhosseini
Affiliation:
University of Hong Kong
Peter I. De Costa
Affiliation:
Michigan State University
Get access

Summary

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.

Type
Chapter
Information
Critical English Medium Instruction in Higher Education , pp. 1 - 16
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

Abednia, A., Mirhosseini, S. A., & Nazari, M. (2022). Critical literacy in Iran: A tour d’horizon. In Pandya, J. Z., Mora, R. A., Alford, J., Golden, N. A., & de Roock, R. S., (eds.), The critical literacies handbook (pp. 177–184). Routledge.Google Scholar
Al-Issa, A., & Mirhosseini, S. A. (eds.) (2020). English language education worldwide today: Ideologies, policies, and practices. Routledge.Google Scholar
Ball, S. J. (2015). What is policy? 21 years later: Reflections on the possibilities of policy research. Discourse: Studies in the Cultural Politics of Education, 36(3), 306–313. https://doi.org/10.1080/01596306.2015.1015279Google Scholar
Benesch, S. (2001). Critical English for academic purposes. Routledge.CrossRefGoogle Scholar
Bhattacharya, U. (2013). Mediating inequalities: Exploring English-medium instruction in a suburban Indian village school. Current Issues in Language Planning, 14(1), 164–184. https://doi.org/10.1080/14664208.2013.791236CrossRefGoogle Scholar
Block, D. (2014). Second language identities. Continuum.Google Scholar
Block, D. (2018). Political economy and sociolinguistics. Bloomsbury.Google Scholar
Block, D. (2021). Emergent STEM lecturer identities: The shaping effects of EMI in action in an internationalised and Englishised HE context. Language Teaching, 54(3), 388–406. https://doi.org/10.1017/S0261444820000221CrossRefGoogle Scholar
Block, D., Gray, J., & Holborow, M. (2012). Neoliberalism and applied linguistics. Routledge.Google Scholar
Block, D., & Khan, S. (eds.) (2021). The secret life of English-medium instruction in higher education: Examining microphenomena in context. Routledge.Google Scholar
Bolton, K., Bota, W., & Lin, B. (2024). The Routledge handbook of English-medium instruction in higher education. Routledge.CrossRefGoogle Scholar
Bradford, A. (2019). It’s not all about English! The problem of language foregrounding in English-medium programmes in Japan. Journal of Multilingual and Multicultural Development, 40(8), 707–720. https://doi.org/10.1080/01434632.2018.1551402CrossRefGoogle Scholar
Canagarajah, S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.Google Scholar
Canagarajah, S. (2024). Diversifying “English” at the decolonial turn. TESOL Quarterly, January 12. https://doi.org/10.1002/tesq.3306CrossRefGoogle Scholar
Chang, S.-Y. (2021). English medium instruction, English-enhanced instruction, or English without instruction: The affordances and constraints of linguistically responsive practices in the higher education classroom. TESOL Quarterly, 55(4), 1114–1135. https://doi.org/10.1002/tesq.3076CrossRefGoogle Scholar
Choi, L. J. (2021). English as an important but unfair resource: University students’ perception of English and English language education in South Korea. Teaching in Higher Education, 29(1), 144–158. https://doi.org/10.1080/13562517.2021.1965572CrossRefGoogle Scholar
Coleman, J. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), 1–14. https://doi.org/10.1017/S026144480600320XCrossRefGoogle Scholar
Crookes, G. (2021). Critical language pedagogy: An introduction to principles and values. ELT Journal, 75(3), 247–255. https://doi.org/10.1093/elt/ccab020CrossRefGoogle Scholar
Crookes, G. (2022). Critical language pedagogy. Language Teaching, 55(1), 46–63. https://doi.org/10.1017/S0261444820000609CrossRefGoogle Scholar
Crookes, G., & Lehner, A. (1998). Aspects of process in an ESL critical pedagogy teacher education course. TESOL Quarterly, 32(2), 319–328. https://doi.org/10.2307/3587586CrossRefGoogle Scholar
Dafouz, E. (2018). English-medium instruction and teacher education programmes in higher education: Ideological forces and imagined identities at work. International Journal of Bilingual Education and Bilingualism, 21(5), 540–552. https://doi.org/10.1080/13670050.2018.1487926CrossRefGoogle Scholar
Dafouz, E., & Smit, U. (eds.) (2023). Researching English-medium higher education. Routledge.Google Scholar
De Costa, P. I. (2016). The power of identity and ideology in language learning: Designer immigrants learning English in Singapore. Springer.CrossRefGoogle Scholar
De Costa, P. I. (2019). Commentary: Elite multilingualism, affect and neoliberalism. Journal of Multilingual and Multicultural Development, 40(5), 453–460. https://doi.org/10.1080/01434632.2018.1543698CrossRefGoogle Scholar
De Costa, P. I., & Norton, B. (2016). Identity in language learning and teaching: Research agendas for the future. In Preece, S. (ed.), The Routledge handbook of language and identity (pp. 586–601). Routledge.Google Scholar
De Costa, P. I., Park, J. S., & Wee, L. (2016). Language learning as linguistic entrepreneurship: Implications for language education. The Asia-Pacific Education Researcher, 25(5–6), 695–702.CrossRefGoogle Scholar
De Costa, P. I., Green-Eneix, C., & Li, W. (2021a). Problematizing language policy and practice in EMI and transnational higher education: Challenges and possibilities. Australian Review of Applied Linguistics, 44(2), 115–128. https://doi.org/10.1075/aral.00036.ediCrossRefGoogle Scholar
De Costa, P. I., Green-Eneix, C., & Li, W. (2021b). Embracing diversity, inclusion, equity and access in EMI-TNHE: Towards a social justice-centered reframing of English language teaching. RELC Journal, 52(2), 227–235. https://doi.org/10.1177/00336882211018540CrossRefGoogle Scholar
De Costa, P. I., Green-Eneix, C., & Li, W. (2022). Problematizing EMI language policy in a transnational world: China’s entry into the global higher education market. English Today, 38(3), 80–87. https://doi.org/10.1017/S026607842000005XCrossRefGoogle Scholar
De Costa, P. I., & Van Gorp, K. (2023). Centering critical multilingual language awareness in language teacher education: Towards more evidence-based instructional practices. Language Awareness, 32(4), 553–559.CrossRefGoogle Scholar
Dimova, S., Hultgren, A. K., & Jensen, C. (eds.) (2015). English-medium instruction in European higher education. De Gruyter.CrossRefGoogle Scholar
Doecke, B., & Mirhosseini, S. A. (2023). Multiple Englishes: Multiple ways of being in the world (a conversational inquiry). English in Education, 57(2), 76–90. https://doi.org/10.1080/04250494.2023.2189910CrossRefGoogle Scholar
Doecke, B., Mirhosseini, S. A., Al-Issa, A., & Yandell, J. (2019). Editorial: The ideological work of English teaching. Changing English, 26(3), 216–220. https://doi.org/10.1080/1358684X.2019.1614334CrossRefGoogle Scholar
Earls, C. (2016). Evolving agendas in European English-medium higher education interculturality: Multilingualism and language policy. Palgrave.Google Scholar
Fang, F., & Hu, G. (2022). English medium instruction, identity construction and negotiation of Teochew-speaking learners of English. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2022.2051711CrossRefGoogle Scholar
Fenton-Smith, B., Humphreys, P., & Walkinshaw, I. (eds.) (2017). English medium instruction in higher education in Asia-Pacific: From policy to pedagogy. Springer.CrossRefGoogle Scholar
Freire, P. (1970[2000]). Pedagogy of the oppressed. Continuum.Google Scholar
García, O., & Li, W. (2014). Translanguaging. Palgrave Macmillan.CrossRefGoogle Scholar
Graman, T. (1988). Education for humanization: Applying Paulo Freire’s pedagogy to learning a second language. Harvard Educational Review, 58(4), 433–448. https://doi.org/10.17763/haer.58.4.0126051676j2000kCrossRefGoogle Scholar
Griffiths, C. (ed.) (2023). The practice of English as a Medium of Instruction (EMI) around the world. Springer.CrossRefGoogle Scholar
Gupta, K. C., & Lin, A. M. Y. (2023). English-medium instruction (EMI) in higher education in Taiwan: A review and critical reflection on why, how, and for whom. In Sah, P. & Fang, F. (eds.), Policies, politics, and ideologies of English-medium instruction in Asian universities (pp. 63–76). Routledge.Google Scholar
Hall, J. K., & Eggington, W. G. (eds.) (2000). The sociopolitics of English language teaching. Multilingual Matters.CrossRefGoogle Scholar
Hamid, M. O., Jahan, I., & Islam, M. (2013). Medium of instruction policies and language practices, ideologies and institutional divides: Voices of teachers and students in a private university in Bangladesh. Current Issues in Language Planning, 14(1), 144–163. https://doi.org/10.1080/14664208.2013.771417CrossRefGoogle Scholar
Hawkins, M., & Norton, B. (2009). Critical language teacher education. In Burns, A. & Richards, J. C. (eds.), Cambridge guide to second language teacher education (pp. 30–39). Cambridge University Press.CrossRefGoogle Scholar
Hillman, S., Li, W., Green-Eneix, C., & De Costa, P. I. (2023). The emotional landscape of English medium instruction (EMI) in higher education. Linguistics and Education, 75, 101178, https://doi.org/10.1016/j.linged.2023.101178CrossRefGoogle Scholar
Huang, W., & Fang, F. (2023). EMI teachers’ perceptions and practices regarding culture teaching in Chinese higher education. Language, Culture and Curriculum, 36(2), 205–221. https://doi.org/10.1080/07908318.2022.2115056CrossRefGoogle 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), 386–408. https://doi.org/10.1111/josl.12360CrossRefGoogle Scholar
Johnson, D. C. (2013). Language policy. Palgrave Macmillan.CrossRefGoogle Scholar
Joseph, J. E. (2004). Language and identity. Palgrave Macmillan.CrossRefGoogle Scholar
Kamwangamalu, N. M. (2013). Effects of policy on English-medium instruction in Africa. World Englishes, 32(3), 325–337. https://doi.org/10.1111/weng.12034CrossRefGoogle Scholar
Kedzierski, M. (2016). English as a medium of instruction in East Asia’s higher education sector: A critical realist cultural political economy analysis of underlying logics. Comparative Education, 52(3), 375–391. https://doi.org/10.1080/03050068.2016.1185269CrossRefGoogle Scholar
Kress, G., & Hodge, R. (1979). Language as ideology. Routledge.Google Scholar
Kubota, R., & Miller, E. R. (2017). Re-examining and re-envisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14(2–3), 129–157. https://doi.org/10.1080/15427587.2017.1290500CrossRefGoogle Scholar
Kuchah, K. (2016). English-medium instruction in an English–French bilingual setting: Issues of quality and equity in Cameroon. Comparative Education, 52(3), 311–327. https://doi.org/10.1080/03050068.2016.1185257CrossRefGoogle Scholar
Kuteeva, M. (2020). Revisiting the “E” in EMI: Students’ perceptions of standard English, lingua franca and translingual practices. International Journal of Bilingual Education and Bilingualism, 23(3), 287–300.CrossRefGoogle Scholar
Lanvers, U., & Hultgren, A. K. (2018). The Englishization of European education: Foreword. European Journal of Language Policy, 10(1), 1–11. https://doi.org/10.3828/ejlp.2018.1CrossRefGoogle Scholar
Lasagabaster, D. (2022). English-medium instruction in higher education. Cambridge University Press.CrossRefGoogle Scholar
Lin, A. M. Y. (2024). Can the Monkey King break through the “Jin-Gang- Quan” (金剛圈)? Overcoming the multiple contradictions in EMI education. Language and Education, 38(1), 139–147. https://doi.org/10.1080/09500782.2023.2284802CrossRefGoogle Scholar
Luckett, K., & Bhatt, I. (2024). Getting critical about critique in higher education: Provocations on the meanings of “Critical Perspectives.” Teaching in Higher Education, 1–14. https://doi.org/10.1080/13562517.2024.2335223Google Scholar
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350CrossRefGoogle Scholar
Macedo, D. (2000). Introduction to the anniversary edition. In Freire, P., Pedagogy of the oppressed (30th anniversary edition) (pp. 11–25). Continuum.Google Scholar
McKinley, J., & Galloway, N. (eds.) (2022). English-medium instruction practices in higher education. Bloomsbury.CrossRefGoogle Scholar
Milligan, L. O. (2022). Towards a social and epistemic justice approach for exploring the injustices of English as a Medium of Instruction in basic education. Educational Review, 74(5), 927–941. https://doi.org/10.1080/00131911.2020.1819204CrossRefGoogle Scholar
Miranda, N., & Molina-Naar, M. (2022). Profiling English-medium instruction in Colombian universities: Policies and practices. In Galloway, N. & McKinley, J. (eds.), English-medium instruction practices in higher education: International perspectives (pp. 111–124). Bloomsbury Publishing.CrossRefGoogle Scholar
Mirhosseini, S. A. (2018). Issues of ideology in English language education worldwide: An overview. Pedagogy, Culture & Society, 26(1), 19–33. https://doi.org/10.1080/14681366.2017.1318415CrossRefGoogle Scholar
Mirhosseini, S. A., & Babu, S. (2020). Policies of English language teaching within the global “war of ideas.” In Al-Issa, A. & Mirhosseini, S. A. (eds.), Worldwide English language education today: Ideologies, policies, and practices (pp. 18–34). Routledge.Google Scholar
Mirhosseini, S. A., & De Costa, P. I. (2024). Critical English medium instruction: Problematizing neocolonial language dominance. Pedagogy, Culture & Society, 1–17. https://doi.org/10.1080/14681366.2024.2382260CrossRefGoogle Scholar
Mirhosseini, S. A., Sazvar, A., & Rashed, F. (2017). “I love foreigners’ attitudes towards life”: Reproducing lifestyles in an Iranian “English language teaching” context. Compare: A Journal of Comparative and International Education, 47(5), 756–772. https://doi.org/10.1080/03057925.2016.1274880CrossRefGoogle Scholar
Molino, A., Dimova, S., Kling, J., & Larsen, S. (2022). The evolution of EMI research in European higher education. Routledge.CrossRefGoogle Scholar
Muslim, A., Suherdi, D., & Imperiani, E. (2022). Linguistic hegemony in global recognition: English-mediated internationalisation at Indonesian higher education institutions. Policy Futures in Education, 20(7), 796–811. https://doi.org/10.1177/14782103211037285CrossRefGoogle Scholar
Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters.Google Scholar
O’Regan, J. (2021). Global English and political economy. Routledge.CrossRefGoogle Scholar
Pan, L., & Block, D. (2011). English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs. System, 39(3), 391–402. https://doi.org/10.1016/j.system.2011.07.011CrossRefGoogle Scholar
Pennycook, A. (1990a). Towards a critical applied linguistics for the 1990s. Issues in Applied Linguistics, 1(1), 8–28. https://doi.org/10.5070/L411004991CrossRefGoogle Scholar
Pennycook, A. (1990b). Critical pedagogy and second language education. System, 18(3), 303–314. https://doi.org/10.1016/0346-251X(90)90003-NCrossRefGoogle Scholar
Pennycook, A. (1994). The cultural politics of English as an international language. Longman.Google Scholar
Pennycook, A. (1998). English and the discourses of colonialism. Routledge.Google Scholar
Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329–348. https://doi.org/10.2307/3587668CrossRefGoogle Scholar
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Routledge.CrossRefGoogle Scholar
Pennycook, A. (2007). The myth of English as an international language. In Makoni, S. & Pennycook, A. (eds.), Disinventing and reconstituting languages (pp. 90–115). Multilingual Matters.Google Scholar
Pennycook, A. (2017). The cultural politics of English as an international language. Routledge.CrossRefGoogle Scholar
Pennycook, A. (2021). Critical applied linguistics: A critical reintroduction (2nd ed.). Routledge.CrossRefGoogle Scholar
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.Google Scholar
Phillipson, R. (2017). Myths and realities of “global” English. Language Policy, 16(3), 313–331. https://doi.org/1007/s10993-016-9409-zCrossRefGoogle 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(1), 127–143. https://doi.org/10.1080/14664208.2013.775557CrossRefGoogle Scholar
Phyak, P. (2024). Producing the disciplined English-speaking subjects: Language policing, development ideology, and English medium of instruction policy. Language in Society, 53(2), 321–343. https://doi.org/10.1017/S0047404523000052CrossRefGoogle Scholar
Phyak, P., & Sah, P. (2024). Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Applied Linguistics Review, 15(4), 1321–1343. https://doi.org/10.1515/applirev-2022-0070CrossRefGoogle Scholar
Phyak, P., Sah, P., Ghimire, N. B., & Lama, A. (2022). Teacher agency in creating a translingual space in Nepal’s multilingual English-medium schools. RELC Journal, 53(2), 431–451. https://doi.org/10.1177/00336882221113950CrossRefGoogle Scholar
Preece, S. (ed.) (2016). The Routledge handbook of language and identity. Routledge.CrossRefGoogle Scholar
Pun, J. (2024). English medium instruction in secondary education: Policy, challenges and practices in science classrooms. Routledge.CrossRefGoogle Scholar
Rahman, M. M., & Singh, M. K. M. (2022). English medium university STEM teachers’ and students’ ideologies in constructing content knowledge through translanguaging. International Journal of Bilingual Education and Bilingualism, 25(7), 2435–2453. https://doi.org/10.1080/13670050.2021.1915950CrossRefGoogle Scholar
R’boul, H. (2022). English medium instruction in Moroccan universities: Implications for multilingualism, linguistic dependency and epistemic justice. Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2022.2069250Google Scholar
Sah, P. (2022). 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), 742–755. https://doi.org/10.1080/13670050.2020.1718591CrossRefGoogle Scholar
Sah, P., & Fang, F. (2023). Policies, politics, and ideologies of English-medium instruction in Asian universities. Routledge.CrossRefGoogle Scholar
Sah, P., & Fang, F. (2024). Decolonizing English-medium instruction in the Global South. TESOL Quarterly. https://doi.org/10.1002/tesq.3307CrossRefGoogle Scholar
Sah, P., & Li, G. (2022). 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, 25(6), 2075–2094. https://doi.org/10.1080/13670050.2020.1849011CrossRefGoogle Scholar
Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony in university contexts. In Paulsrud, B., Tian, Z., & Toth, J. (eds.), English-medium instruction and translanguaging (pp. 1–14). Multilingual Matters.Google Scholar
Schiro, M. S. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed.). Sage.Google Scholar
Selvi, A. F., Rudolph, N., & Yazan, B. (2022). Navigating the complexities of criticality and identity in ELT: A collaborative autoethnography. Asian Englishes, 24(2), 199–210. https://doi.org/10.1080/13488678.2022.2056798CrossRefGoogle Scholar
Shirahata, M., & Lahti, M. (2023). Language ideological landscapes for students in university language policies: Inclusion, exclusion, or hierarchy. Current Issues in Language Planning, 24(3), 272–292. https://doi.org/10.1080/14664208.2022.2088165CrossRefGoogle Scholar
Shohamy, E. (1998). Critical language testing and beyond. Studies in Educational Evaluation, 24(4), 331–345. https://doi.org/10.1016/S0191-491X(98)00020-0CrossRefGoogle Scholar
Song, S. (2020). Forming critical selves through lived experiences of interculturality in an internationalizing university in China. Asia Pacific Journal of Education, 40(3), 299–314. https://doi.org/10.1080/02188791.2020.1717437CrossRefGoogle Scholar
Sung, C. C. M. (2021). English only or more?: Language ideologies of international students in an EMI university in multilingual Hong Kong. Current Issues in Language Planning, 23(3), 275–295. https://doi.org/10.1080/14664208.2021.1986299CrossRefGoogle Scholar
Tavares, V. (ed.) (2023). Social justice, decoloniality, and Southern epistemologies within language education. Routledge.CrossRefGoogle Scholar
Toh, G. (2016). English as medium of instruction in Japanese higher education: Presumption, mirage or bluff? Palgrave Macmillan.CrossRefGoogle Scholar
Tollefson, J., & Tsui, A. (2004). Medium of instruction policies: Which agenda? Whose agenda? Lawrence Erlbaum.Google Scholar
Tupas, R., & Tabiola, H. (2017). Language policy and development aid: A critical analysis of an ELT project. Current Issues in Language Planning, 18(4), 407–421. https://doi.org/10.1080/14664208.2017.1351329CrossRefGoogle Scholar
van Dijk, T. (2006). Ideology and discourse analysis. Journal of Political Ideologies, 11(2), 115–140. https://doi.org/10.1080/13569310600687908CrossRefGoogle Scholar
Wierzbicka, A. (2014). Imprisoned in English: The hazards of English as a default language. Oxford University Press.Google Scholar
Woolard, K. A. (2020). Language ideology. In Stanlaw, J. (ed.), The international encyclopedia of linguistic anthropology. Wiley. https://doi.org/10.1002/9781118786093.iela0217Google Scholar
Wright, S. (2016). Language policy and language planning. Palgrave Macmillan.CrossRefGoogle Scholar
Yazan, B., & Lindahl, K. (eds.) (2020). Language teacher identity in TESOL teacher education and practice as identity work. Routledge.CrossRefGoogle Scholar
Yazan, B., & Rudolph, N. (2018). Introduction: Apprehending identity, experience, and (in)equity through and beyond binaries. In Yazan, B. & Rudolph, N. (eds.), Criticality, teacher identity, and (in)equity in English language teaching (pp. 1–22). Springer.CrossRefGoogle Scholar
Zhang, Z. (2018). English-medium instruction policies in China: Internationalisation of higher education. Journal of Multilingual and Multicultural Development, 39(6), 542–555. https://doi.org/10.1080/01434632.2017.1404070CrossRefGoogle Scholar
Zhao, J., & Dixon, Q. (2017). English-medium instruction in Chinese universities: Perspectives, discourse and evaluation. Routledge.CrossRefGoogle Scholar
Zheng, Y., & Qiu, Y. (2024). Epistemic (in)justice in English medium instruction: Transnational teachers’ and students’ negotiation of knowledge participation through translanguaging. Language and Education, 38(1), 97–117. https://doi.org/10.1080/09500782.2023.2248968CrossRefGoogle 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
×