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Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy

16 references·16 citing·43 second hopsampled

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References

2007Epistemic Injustice9,119 cited
2006Language Policy1,690 cited
2005Reclaiming the Local in Language Policy and Practice910 cited
2016Linguistic Diversity and Social Justice708 cited
2013Neoliberalism as language policy688 cited
2013The Unexamined Relationship Between Neoliberalism and Plurilingualism: A Cautionary Tale404 cited
2015Language and Neoliberalism375 cited
2011Questioning linguistic instrumentalism: English, neoliberalism, and language tests in Japan322 cited
2009Ethnography of language policy314 cited
2008Can Schools Save Indigenous Languages?271 cited
2008THE LINGUISTIC IMPERIALISM OF NEOLIBERAL EMPIRE1266 cited
2014Inequalities of multilingualism: challenges to mother tongue-based multilingual education237 cited
2015Language Policy and Political Economy177 cited
2017English Medium Instruction (EMI) as Linguistic Capital in Nepal: Promises and Realities159 cited
2020English medium instruction in South Asia’s multilingual schools: unpacking the dynamics of ideological orientations, policy/practices, and democratic questions133 cited

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2017

Neoliberalism, linguistic commodification, and ethnolinguistic identity in multilingual Nepal

127 cited

Cited by

2024Decolonizing English‐Medium Instruction in the Global South64 cited
2023Producing the disciplined English-speaking subjects: Language policing, development ideology, and English medium of instruction policy41 cited
2024Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality?31 cited
2024Toward linguistic justice and inclusion for multilingual learners: Implications of selective translanguaging in English-medium instruction classrooms28 cited
2023“The majority are left behind”: the promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities28 cited
2023Translanguaging as a space of simultaneity: Theorizing translanguaging pedagogies in English medium schools from a spatial perspective23 cited
2023EMI in Moroccan high schools: multilingualism or multiple monolingualisms, ambivalent linguistic identities, and language use20 cited
2024Critical English medium instruction: problematising neocolonial language dominance19 cited
2022Decolonizing translanguaging research methodologies: A commentary and self-reflection14 cited
2023(Trans)languaging, power, and resistance: Bordering as discursive agency13 cited
2024“We feel excluded and isolated”: Multilingual international students’ emotions and agency in an EMI program13 cited
2024Teachers’ beliefs and reproduction of language ideologies in English-medium instruction programs in Nepal12 cited
2022Applied linguistics from the Global South: way forward to linguistic equality and social justice12 cited
2022Translanguaging outside the centre: perspectives from Chinese language teaching10 cited
2024The politics of distraction in planning English-medium education policy in schools9 cited
2024‘Tu connais le answer?’: Multilingual children's attempts to navigate monolingual English Medium classrooms in Cameroon8 cited