Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education
Bibliographic Data
| ID | 21590000 |
|---|---|
| Authors | Angel M Y Lin (0000-0002-6204-8021, The Education University of Hong Kong, Hong Kong, corresponding author) |
| Year | 2024 |
| Volume | 38 |
| Issue | 1 |
| Pages | 139-147 |
| Publication date | 2024-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2023.2284802 |
| OpenAlex | W4388911473 |
| Language | EN |
| Citations received | 7 |
| References cited | 23 |
Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as translanguaging theories and pedagogies and the evolution of English as a Lingua Franca (ELF) principles, the journey towards a more inclusive and equitable English language education remains fraught with difficulties. Monolingual English continues to dominate assessments and academic publishing, and critical scholarship often appears powerless. I discuss the need for critical research to be grounded in praxis and discuss the struggle of EMI researchers against entrenched and renewed coloniality within increasingly neoliberalized academic institutions. I explore these contradictions in an imaginary dialogue between multiple voices. I then propose a research initiative (‘PAA-STELE’) aimed at overcoming the dominance of monolingual English assessment. I conclude that through collective action and a steadfast commitment to critical-ethical principles, we may effect change, albeit slowly and incrementally, within the English language education field
Applied linguistics · Epistemology · Higher education · Linguistics · Pedagogy · Political science · Praxis · Scholarship · Social science · Sociology · EFL/ESL Teaching and Learning · Law · Multilingual Education and Policy · Second Language Learning and Teaching
The neoliberal coloniality of EMI in Hong Kong higher education
Telling China’s story in English
English spread’ at the interface of national and institutional EMI policies in China
New Approach to Supporting Stakeholders in English Medium Instruction through a Global Online Community
Reforming EMI in higher education
EMI teachers’ strategies for strangification in fostering decolonial, intercultural dialogues at a Chinese research university
Even the Culture Day is in English”
Translanguaging classroom discourse
Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam
Epistemic (in)justice in English medium instruction
Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China
Researching EMI policy and practice multilingually
Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programmes in Belgium
EMI in Moroccan high schools
Linking Research to transforming the real world
Social structures, everyday interactions, and subjectivity—where (and how) does decolonizing begin?—Attending to desires, fears, and pains
Theories of trans/languaging and trans-semiotizing
Decolonisation, Globalisation
The Cultural Politics of Emotion
(Re)conceptualizing “Language” in CLIL
Beyond teacher cognition and teacher beliefs
Neoliberalism, English, and spoiled identity
| Citations per year | 7 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |