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Embracing Diversity, Inclusion, Equity and Access in EMI-TNHE: Towards a Social Justice-Centered Reframing of English Language Teaching

Peter I. De Costa · Curtis A. Green‐Eneix · Wendy Li

57 citations0/0 files storedRELC Journal

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Multilingual Education and Policy

Abstract

This editorial piece is the introduction of our special issue on English as a medium of instruction (EMI) and transnational higher education (TNHE). In this piece, we argue for a centering of diversity, inclusion, equity and access in EMI-TNHE as part of a larger agenda to create a more socially just field of English language teaching.

Citations in this library

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References

2004Soft Power: The Means to Success in World Politics 2017A systematic review of English medium instruction in higher education 1995The Other Tongue: English across Cultures 2018English Medium Instruction 2017The Routledge Handbook of English as a Lingua Franca 2018At the Crossroads of TESOL and English Medium Instruction 2011Transnational higher education: offshore campuses in the Middle East 2020Linguistic racism: its negative effects and why we need to contest it

Cited by

2022Intercultural citizenship and the internationalisation of higher education: the role of English language teaching 2022“Does Chinese philosophy count as philosophy?”: decolonial awareness and practices in international English medium instruction programs 2025A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022 2023“Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction 2024Decolonizing English Academic Writing education through translingual practices

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