English-Medium Instruction in Chinese Higher Education: A Case Study

Autor/inn/en	Hu, Guangwei; Lei, Jun
Titel	English-Medium Instruction in Chinese Higher Education: A Case Study
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 67 (2014) 5, S.551-567 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-013-9661-5
Schlagwörter	Foreign Countries; English Instruction; English (Second Language); Higher Education; Case Studies; Language of Instruction; Business Administration Education; Undergraduate Students; Content Analysis; Student Attitudes; Student Surveys; Teacher Attitudes; Teacher Surveys; Educational Practices; Alignment (Education); Educational Objectives; Classroom Techniques; China + Suchen Sie Ihr Suchwort? Ausland; English langauage lessons; Englischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Teaching language; Unterrichtssprache; Inhaltsanalyse; Schülerverhalten; Schülerbefragung; Lehrerverhalten; Bildungspraxis; Educational objective; Bildungsziel; Erziehungsziel; Klassenführung
Abstract	With the relentless internationalization and marketization of higher education in the past decades, English has been increasingly adopted as a medium of instruction at universities across the world. Recent research, however, has shown that despite its various optimistically envisioned goals, English-medium instruction (EMI) is not without problems in practice. This article reports a case study of an EMI Business Administration program for undergraduate students at a major university of finance and economy in mainland China. Informed by Spolsky's language policy framework, the study made a critical analysis of national/institutional policy statements and interviews with professors and students to uncover EMI-related language ideologies, language practices, and language management mechanisms. Findings evinced a complex interplay of these three constitutive components of language policy in the focal EMI program and revealed considerable misalignment between policy intentions and actual practices in the classroom. These findings raise concerns about the quality and consequences of EMI in Chinese higher education. The article concludes with recommendations for further research on EMI policies and practices in China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10