Global English medium instruction: perspectives at the crossroads of Global Englishes and EMI

Rose, H., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and Zhou, S. (2022) Global English medium instruction: perspectives at the crossroads of Global Englishes and EMI. Asian Englishes Journal, 24 (2). pp. 160-172. ISSN 1348-8678 doi: 10.1080/13488678.2022.2056794

Abstract/Summary

This conceptual article draws together perspectives from the research fields of Global Englishes and English medium instruction (EMI) to explore shared issues, critical perspectives, and future agendas. While embedded in the reality of English being a dominant global language and academic lingua franca, both Global Englishes and EMI lobby for the promotion of multilingual pedagogies, challenge native speaker hegemony, and highlight the importance of multilingual teachers. Both fields strive to balance pragmatic aims to develop students into global language users, while supporting critical movements to resist centre–periphery views of English. To support the perspectives raised in this article, we draw upon scholarship from and about Asian contexts to emphasise research contributions to both Global Englishes and EMI outside the western hemisphere and Anglosphere. The article concludes with calls for more critical research into EMI, which could be informed by further exploration of research at the crossroads of Global Englishes and EMI.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/106559
Identification Number/DOI	10.1080/13488678.2022.2056794
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Publisher	Taylor & Francis
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