Policies, Politics, and Ideologies of English-Medium Instruction in Asian Universities
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Against the backdrop of uncritical promotions of English-medium instruction (EMI) in higher education globally, this edited volume maps out the political, ideological, and policy-related issues of EMI programs in multilingual and multicultural universities in Asia. In this volume, EMI researchers and practitioners involved in different Asian countries and regions have collaboratively unpacked the critical dimensions of EMI programs in higher education, with a goal to provide must-needed resources for researchers, graduate students, higher education leaders, and policymakers. This volume is the…mehr

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Produktbeschreibung
Against the backdrop of uncritical promotions of English-medium instruction (EMI) in higher education globally, this edited volume maps out the political, ideological, and policy-related issues of EMI programs in multilingual and multicultural universities in Asia. In this volume, EMI researchers and practitioners involved in different Asian countries and regions have collaboratively unpacked the critical dimensions of EMI programs in higher education, with a goal to provide must-needed resources for researchers, graduate students, higher education leaders, and policymakers. This volume is the first of its kind in that it provides an exclusive and critical tapestry of EMI at multilingual universities from all parts of Asia, including Central Asia (Kazakhstan), East Asia (Mainland China, Korea, Japan, and Taiwan), South Asia (Bangladesh and Nepal), Southeast Asia (Brunei, Malaysia, Philippines, Thailand, and Vietnam), and Western Asia (United Arab Emirates). The key takeaway for the reader is to not only understand the current phenomenon of EMI in Asian universities but to also learn the dark side of its policies, programs, and practices that have led to unequal teaching and learning spaces in diverse societies. This collection will be of interest to scholars and policymakers in English-medium instruction, English language teaching, TESOL, and applied linguistics.
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Autorenporträt
Pramod K. Sah is a Postdoctoral Research Associate at the University of Calgary's Werklund School of Education, Canada, and an Honorary Norham Fellow at the Department of Education, University of Oxford. He obtained his PhD from the University of British Columbia, Canada, where he was also a Killam Laureate. His research areas include language planning and policy, English as a medium instruction, translanguaging, TESOL and social justice, and language ideology. His research has appeared in journals such as Linguistics and Education, Applied Linguistics Review, Ethnicities, Journal of Multilingual and Multicultural Development, International Journal of Bilingual Education and Bilingualism, International Multilingual Research Journal, Asia Pacific Journal of Education, Asian Englishes, among others, and various edited volumes. [ORCiD ID: 0000-0002-6200-8898] Fan Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, UK. He is currently a Professor at the College of Liberal Arts, Shantou University, China. His research interests include Global Englishes, sociolinguistics, language attitude, identity, intercultural communication, and language teaching and learning. He has published articles in journals including Asia Pacific Journal of Education, Asian Englishes, ELT Journal, English Today, Journal of Multilingual and Multicultural Development, Language, Culture and Curriculum, Language Teaching Research, Lingua, RELC Journal, System, among others. His latest books include a monograph titled Re-positioning accent attitude in the Global Englishes paradigm (Routledge) and an edited volume (co-edited with Dr Handoyo Widodo) titled Critical Perspectives on Global Englishes in Asia (Multilingual Matters). [ORCiD ID: 0000-0002-4210-9042]