EMI and the International Branch Campus: Examining Language Ideologies, Policies, and Practices

Autor/inn/en	Hillman, Sara; Graham, Keith M.; Eslami, Zohreh R.
Titel	EMI and the International Branch Campus: Examining Language Ideologies, Policies, and Practices
Quelle	In: Australian Review of Applied Linguistics, 44 (2021) 2, S.229-252 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Language Attitudes; Language Planning; Language of Instruction; Neoliberalism; Multicampus Colleges; North Americans; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Program Descriptions; College Faculty; Foreign Nationals; Policy Analysis; Language Usage; Code Switching (Language); Ethnography; Semitic Languages; Native Language; Engineering Education; Institutional Characteristics; Foreign Students; Undergraduate Students; Signs; Web Sites; Universities; International Cooperation; Student Attitudes; Qatar; Texas + Suchen Sie Ihr Suchwort? Sprachverhalten; Sprachwechsel; Teaching language; Unterrichtssprache; Neo-liberalism; Neoliberalismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Fakultät; Ausländer; Ausländerin; Politikfeldanalyse; Sprachgebrauch; Ethnografie; Arabisch; Hebräisch; Ingenieurausbildung; Zeichensystem; Web-Design; University; Universität; Internationale Kooperation; Internationale Zusammenarbeit; Schülerverhalten; Katar
Abstract	Transnational higher education (TNHE), often based on export models of Western-based universities and driven by neoliberal market economy agendas, has spread across the globe. One example of TNHE is Qatar's Education City where six prestigious American international branch campuses (IBCs) all administer their degrees through English medium instruction (EMI). While there is a burgeoning amount of research investigating and problematizing issues in EMI higher education institutions, IBCs are a unique EMI setting due to their heavy reliance on importing faculty, staff, curricula and practices from their home campuses. Thus, this study takes an ethnographic case study approach to examine the language planning and policy and linguistic landscape at one IBC in Qatar. Drawing on multiple sources of data, the study reveals both the overt and covert language policies and ideologies of the institution and its various stakeholders, and the extent to which languages other than English are used and accepted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01