Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities

Autor/inn/en	McKinley, Jim; Rose, Heath; Zhou, Sihan
Titel	Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 2, S.236-252 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKinley, Jim) ORCID (Rose, Heath)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882211020032
Schlagwörter	Foreign Countries; College Admission; Universities; Language of Instruction; English (Second Language); Second Language Learning; Language Proficiency; Admission Criteria; Language Usage; Educational Policy; Administrator Attitudes; College Entrance Examinations; Language Tests; Second Language Instruction; Policy Analysis; International Education; Stakeholders; Benchmarking; China + Suchen Sie Ihr Suchwort? Ausland; Hochschulzugang; Hochschulzulassung; Zulassung; University; Universität; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Sprachgebrauch; Politics of education; Bildungspolitik; Aufnahmeprüfung; Language test; Sprachtest; Fremdsprachenunterricht; Politikfeldanalyse; Internationale Erziehung
Abstract	This article reports on a study of policymaking at transnational and local universities in China concerning English Medium Instruction (EMI) provision, and the impact this has on stakeholder experiences. It explores policymaking at two transnational universities, which are compared and contrasted with data collected at six other Chinese universities that offer EMI programmes. Data were collected via individual and group interviews with 26 key policy stakeholders during fieldwork at the eight universities and centred on language-related policy diffusion surrounding admissions, language support, and language use. Findings revealed a reliance on foundation year studies at transnational universities versus the Gaokao (national college entrance examination) at other universities to ensure students had the requisite proficiency upon admissions. Findings also revealed transnational universities were more likely to offer language support to their students and have language policies governing language use. Overall, the findings reveal a range of affordances and caveats associated with each institution's contextualized policy making, causing ease and conflict for EMI stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01