English-Medium Instruction Pedagogies in Multilingual Universities in Asia

List of Contributors

Foreword

Peter De Costa

Introduction: Exploring perceptions, practices and challenges of EMI pedagogies in Asia

Fan Fang, Pramod K Sah 

Part 1: Perceptions of EMI Pedagogy in Academic Settings

1. Fostering the multilingual agenda in EMI: Researchers as reflective thinkers and stance shifters

Syed Abdul Manan, Liaquat Ali Channa and Sham Haidar

2. Examining the impact of master’s thesis supervisors’ practices on their students’ learning strategies and future vision at an English-medium university in Kazakhstan

Anas Hajar and Ali Ait Si Mhamed

3. The role of English enhancement courses in the English-medium instruction program in China: Voices of students, subject teachers, and language teachers

Menglin Wang and Kun Zhang

4. Intercultural competence development in EMI programs in China: Teachers’ beliefs and practices

Wenhong Huang and Fan Fang

Part 2: EMI Pedagogical Practices in Academic Settings

5. EMI in higher education of Bangladesh: Disintegrated pedagogic practices and students’ unequal learning opportunities

Shaila Sultana

6. Untold stories of pedagogy in English-medium instruction programmes in Vietnamese higher education: From policy to practice

Dang H. Tri

Part 3: Pedagogical Challenges of EMI

7. EMI pedagogical challenges in a changing Hong Kong higher education context

Christopher Shepard and Heath Rose

8. Performing a balancing act: A trioethnography of “foreign” EMI lecturers in Bangkok

Nathan Thomas, Neil Bowen, Stephen Louw and Alexander Nanni

Index

Biography

Fan Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, UK. He is a Professor at the College of Liberal Arts, Shantou University, China. His research interests include Global Englishes, sociolinguistics, language attitude, identity, intercultural communication, and language teaching and learning. He has published articles in journals including Asia Pacific Journal of Education, Asian Englishes, ELT Journal, English Today, Journal of Multilingual and Multicultural Development, Language, Culture and Curriculum, Language Teaching Research, Lingua, RELC Journal, System, among others. His latest books include a monograph titled Re-positioning accent attitude in the Global Englishes paradigm (Routledge) and an edited volume (co-edited with Dr Handoyo Widodo) titled Critical Perspectives on Global Englishes in Asia (2019).

Pramod K. Sah is a Postdoctoral Research Associate at the University of Calgary’s Werklund School of Education, Canada. He obtained his PhD from the University of British Columbia, Canada, where he was a Killam Laureate. His research areas include language planning and policy, English as a medium instruction, translanguaging, TESOL and social justice, and language ideology. His research has appeared in journals such as Applied Linguistics Review, Ethnicities, Journal of Multilingual and Multicultural Development, International Journal of Bilingual Education and Bilingualism, International Multilingual Research Journal, Asia Pacific Journal of Education, and Asian Englishes, and in various edited volumes.

"Fang and Sah have compiled a comprehensive volume that addresses prominent needs in the EMI in higher education literature. The contributors of the eight chapters provide convincing, data-driven arguments from EMI classrooms in East, Southeast, South, and Central Asia, highlighting key pedagogical issues with an eye on how they are shaped by multilingualism agendas. This volume is a valuable resource for all those seeking solid, empirical evidence investigating EMI policies and pedagogies from bottom-up perspectives." - Dr Jim McKinley, Associate Professor of Applied Linguistics , University College London

　

"Edited by two leading scholars of English-medium instruction in Asian contexts, this excellent collection of original papers examines this popular form of language provision from multiple perspectives, in a diversity of Asian educational settings, and involving a variety of stake-holders. Collectively, the chapters showcase the complexity of EMI, the multiplicity of mediating factors, and the array of challenges and problems in the development and implementation of EMI programs/courses. They provide a rich tapestry of EMI in Asian universities."

- Professor Guangwei Hu, Hong Kong Polytechnic University, Hong Kong SAR, China