Given the neoliberal turn in language education (De Costa, Park & Wee, 2016; 2019) and the exponential rise in transnational higher education (TNHE) as mediated through the establishment of satellite campuses by Western universities, English-as-a-medium (EMI) of instruction (Macaro et al., 2018) has witnessed remarkable internationalization. From a language policy perspective, this recent development within this sector of education has, however, been criticized for its hegemonic and colonial tendencies (Phan, 2017) that shape the texture of the educational experience of mobile students who traverse physical and cultural borders. Building on this critique and recent research on university-based language policies (Hult & Kalkvist, 2016), our full-day symposium problematizes neoliberal EMI language policy and practice and adopts an ecological approach (Han, De Costa & Cui, 2019) to understand how English monolingual biases are negotiated within multilingual academic and social settings as various social actors engage in complex identity work that often results in individuals being sorted and sieved according to the various levels of capital that they possess. Using Western-partnered institutions in Asia and the Middle East as focal points, our international panel of presenters examines how students, faculty and administrators reclaim local languages through making strategic policy and pedagogical decisions.
Given the neoliberal turn in language education (De Costa, Park & Wee, 2016; 2019) and the exponential rise in transnational higher education (TNHE) as mediated through the establishment of satellite campuses by Western universities, English-as-a-medium (EMI) of instruction (Macaro et al., 2018) has witnessed remarkable internationalization. From a language policy perspective, this recent development within this sector of education has, however, been criticized for its hegemonic and colonial tendencies (Phan, 2017) that shape the texture of the educational experience of mobile students who traverse physical and cultural borders. Building on this critique and recent research on university-based language policies (Hult & Kalkvist, 2016), our full-day symposium problematizes neoliberal EMI language policy and practice and adopts an ecological approach (Han, De Costa & Cui, 2019) to understand how English monolingual biases are negotiated within multilingual academic and social settings as various social actors engage in complex identity work that often results in individuals being sorted and sieved according to the various levels of capital that they possess. Using Western-partnered institutions in Asia and the Middle East as focal points, our international panel of presenters examines how students, faculty and administrators reclaim local languages through making strategic policy and pedagogical decisions.
Room 1 AILA 2021 aila2021@gcb.nl
Sara Hillman
Heath Rose
Penny DingTechnical Issues?
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