Abstract
English Medium Instruction (EMI), when discussed in the scholarly literature has primarily focused on theories of pedagogy, linguistic concerns, and it’s growing popularity in non-anglophone countries. Recently, however, some scholars have begun to study EMI from a critical, political perspective. The purpose of this paper is to add to the growing body of literature that is examining EMI critically by focusing on student equity with respect to three common myths about EMI in higher education in East Asian countries. These myths falsely assume that: (1) EMI classes and programmes will improve students’ English proficiency; (2) the implementation of EMI programmes will increase institutional rankings; and (3) EMI programmes will recruit international students. This study suggests that since these myths can impact issues of student equity, governments and institutions of higher education should reconsider their intentions when promoting the use of EMI. This study also provides suggestions for policy makers with respect to equitable implications and the ramifications of future implementation.
Presenters
Chiu Hui WuProfessor, Department of English, Wenzao Ursuline University of Languages, Kaohsiung, Taiwan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
Myths and Realities In EMI; Language Policy; Higher Education; Politics
