The E’s of TNHE and EMI

A phenomenographic lens

Datos Bibliográficos

ID21458485
AutoresDudley Reynolds (0000-0002-4706-2474, Carnegie Mellon University Qatar, autor de correspondencia)
Año2021
Volumen44
Número2
Páginas253-259
Fecha de publicación2021-07-07
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAustralian Review of Applied Linguistics (JOURNAL)
Identificadores de la revistaISSN: 0155-0640 • E-ISSN: 1833-7139
EditorialJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/aral.20111.rey
OpenAlexW3179936382
IdiomaEN
Citas recibidas2
Referencias citadas9

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

Electromagnetic interference · EMI · Empirical research · Epistemology · Negotiation · Pedagogy · Perception · Phenomenon · Political science · Public relations · Social science · Sociology · Telecommunications · Computer Science · Psychology · Second Language Learning and Teaching