EMI-Cum-Acceleration Policy in the Contemporary Transnational HE Market

Autor/in	Barnawi, Osman Z.
Titel	EMI-Cum-Acceleration Policy in the Contemporary Transnational HE Market
Quelle	In: Australian Review of Applied Linguistics, 44 (2021) 2, S.208-228 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	International Education; Language of Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Student Attitudes; Universities; Democratic Values; Equal Education; Foreign Countries; Competition; Case Studies; Educational Policy; Personal Autonomy; College Students; Acceleration (Education); Economic Development; Policy Analysis; Global Approach; Saudi Arabia + Suchen Sie Ihr Suchwort? Internationale Erziehung; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; University; Universität; Ausland; Wettkampf; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Individuelle Autonomie; Collegestudent; Acceleration; Beschleunigung; Wirtschaftsentwicklung; Politikfeldanalyse; Globales Denken; Saudi-Arabien
Abstract	Conceptualizing EMI-cum-acceleration policy in a transnational HE market as the regulation and institutionalization of language practices through a chronometrical approach to time for the sake of global economic competition and social mobility, this qualitative case study explores the experiences and enactments of such a policy by six engineering students at Manar University (a pseudonym) in Saudi Arabia. The data were gathered from analysis of policy documents, individual interviews, and a group interview. The findings reveal that the ways in which each student negotiates, resists, and desires such a policy suggest that an individual has some temporal resources and autonomy to make sense of "the acceleration experience" within the broader "structural forces of acceleration" (Vostal, 2016, p.?117) created at the university. It was also found that students are positioned in a double-bind-between the capitalist logic of accumulation and competition (speed), and the democratic value of equity in the EMI program. (As Provided).
Anmerkungen	John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://www.benjamins.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01