EMI and the International Branch Campus: Examining Language Ideologies, Policies, and Practices

Transnational higher education (TNHE), often based on export models of Western-based universities and driven by neoliberal market economy agendas, has spread across the globe. One example of TNHE is Qatar's Education City where six prestigious American international branch campuses (IBCs) all a...

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Bibliographic Details
Published in:Australian review of applied linguistics 2021-07, Vol.44 (2), p.229-252
Main Authors: Hillman, Sara, Graham, Keith M, Eslami, Zohreh R
Format: Article
Language:English
Subjects:
Case studies
Code Switching (Language)
College Faculty
Engineering Education
English (Second Language)
English for academic purposes
Ethnography
Foreign Countries
Foreign Nationals
Foreign Students
Higher education
Institutional Characteristics
International Cooperation
Language Attitudes
Language ideologies
Language of Instruction
Language Planning
Language policy
Language Usage
Linguistic landscape
Multicampus Colleges
Native Language
Neoliberalism
North Americans
Policy Analysis
Program Descriptions
Second Language Instruction
Second Language Learning
Semitic Languages
Signs
Student Attitudes
Undergraduate Students
Universities
Web Sites
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Summary:Transnational higher education (TNHE), often based on export models of Western-based universities and driven by neoliberal market economy agendas, has spread across the globe. One example of TNHE is Qatar's Education City where six prestigious American international branch campuses (IBCs) all administer their degrees through English medium instruction (EMI). While there is a burgeoning amount of research investigating and problematizing issues in EMI higher education institutions, IBCs are a unique EMI setting due to their heavy reliance on importing faculty, staff, curricula and practices from their home campuses. Thus, this study takes an ethnographic case study approach to examine the language planning and policy and linguistic landscape at one IBC in Qatar. Drawing on multiple sources of data, the study reveals both the overt and covert language policies and ideologies of the institution and its various stakeholders, and the extent to which languages other than English are used and accepted.
ISSN:0155-0640
1833-7139
DOI:10.1075/aral.20093.hil