The E’s of TNHE and EMI: A phenomenographic lens

Questions asked as part of phenomenographic research are used to critically synthesize findings from the case studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in TNHE can be considered a phenomenon, it is suggested that t...

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Bibliographic Details
Published in:Australian review of applied linguistics 2021-07, Vol.44 (2), p.253-259
Main Author: Reynolds, Dudley
Format: Article
Language:English
Subjects:
Education policy
English for academic purposes
Higher education
Language ideologies
Language policy
Learning environment
Student attitudes
Students
Teacher attitudes
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Summary:Questions asked as part of phenomenographic research are used to critically synthesize findings from the case studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in TNHE can be considered a phenomenon, it is suggested that the phenomenon is more discursive than empirical. Student and instructor perceptions of the phenomenon reveal a critical awareness of the policies that structure the learning environment and agency that takes advantage of the policies’ discursive nature to create alternative, multilingual language practices and improve learning. A gap between policy and practice that allows for negotiation of the E’s in EMI and TNHE, English and education, is hence called for.
ISSN:0155-0640
1833-7139
DOI:10.1075/aral.20111.rey