Policies, Politics, and Ideologies of English-Medium Instruction in Asian Universities

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]

Foreword

List of Contributors






Introduction: Toward critical English-medium instruction in multilingual universities
Pramod K. Sah and Fan Fang

Part 1: Policy goals, hidden agenda, and challenges in EMI programs




EMI in higher education in Kazakhstan: Policy supports and challenges
Sulushash Kerimkulova, Bridget Goodman and Kamila Aitzhanova




English medium instruction in Japan: Changes and challenges faced by faculty and students
Samantha Curle, Yuwei Lin and Ikuya Aizawa




Policy development for English medium instruction at a Nepali University: Unpacking hidden motivations and agendas
Karna Rana and Pramod K. Sah




English medium instruction (EMI) in higher education in Taiwan: A review and critical reflection on why, how, and for whom
Kao Chin-Ling Gupta and Angel M. Y. Lin

Part 2: Language ideologies and practices in EMI programs




University lecturers’ beliefs and practices about the use of first languages and English in EMI: Case studies from Malaysia and Thailand
Roger Barnard, Zuwati Hasim and Banchakarn Sameephet




The role of English and the L1 in English medium instruction at universities in Vietnam and Thailand
Kari Sahan, Nicola Galloway and Jim McKinley




Language use and language choice at an EMI university in Brunei: Student perspectives
Ishamina Athirah Gardiner, Sarah Boye and Suciyati Sulaiman




Understanding EMI teachers’ language beliefs and use in content-area classrooms at Chinese universities
Rui Yuan and Xuyan Qiu




Examining the "M" in EMI Courses at Korean universities: Is it English-medium or English-mixed?
Juyoung Song

Part 3: Discourses of educational and social inequalities in EMI programs




Language, class, and coloniality in medium of instruction projects in the Philippines
Ruanni Tupas and Romylyn Metila




English as a medium of instruction and inequality: Exploring private sector higher education in Bangladesh
Md. Al Amin and M. Obaidul Hamid




English medium instruction and linguistic diversity in Emirati higher education: Expectations and hardships

Sarah Hopkyns

AfterwordAndy Kirkpatrick

Index