'Uneven Consequences' of International English-Medium-Instruction Programmes in China: A Critical Epistemological Perspective

Autor/in	Song, Yang
Titel	'Uneven Consequences' of International English-Medium-Instruction Programmes in China: A Critical Epistemological Perspective
Quelle	In: Journal of Multilingual and Multicultural Development, 42 (2021) 4, S.342-356 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1694525
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language of Instruction; International Education; Higher Education; Epistemology; Universities; Ethnography; Cultural Capital; Foreign Countries; Student Attitudes; Teacher Attitudes; Teaching Methods; Graduate Students; Masters Programs; Language Attitudes; Language Role; Institutional Characteristics; Reputation; College Faculty; Case Studies; Foreign Students; North American English; China (Shanghai) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erkenntnistheorie; University; Universität; Ethnografie; Ausland; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Sprachverhalten; Fakultät; Case study; Fallstudie; Case Study; Amerikanisches Englisch
Abstract	Critical studies on internationalisation of higher education (IHE) have addressed the uneven global geopolitics of knowledge production as reinforced and reproduced through policy making and mechanism of professional organisations. Yet it remains unknown about the dynamics of epistemic exchanges in between agents at multiple dimensions of IHE, particularly in Asian contexts. Adopting a critical epistemological perspective [Chen, K.-H. 2010. "Asia as Method: Toward Deimperialization." Durham, NC: Duke University Press], the present study examines international and Chinese students' epistemic practices in mixed English-Medium-Instruction (EMI) Master's degree programmes in a top-ranked comprehensive university in Shanghai, China. The in-depth student/instructor interviews and ethnographic classroom observation converge to reveal that the EMI curriculum constructs an implicit hegemonic hierarchy among students based on their pre-enrolment possessions of linguistic capital of English and cultural capital concerning Americanised academic norms and discipline-specific knowledge. Given the implicit hegemony, it is also argued that students have developed varied degrees of epistemic awareness and resorted to strategies of inter-referencing and cultural syncretism in order to negotiate diverse epistemic frames of reference with regards (1) English as an academic lingua franca, (2) the epistemic domination of the Global North, and (3) reimagining China and modernity. Practical and conceptual implications on IHE are proposed based on the analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01