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An ‘E’ for ‘elite’ in EMI? Global, local and elite dimensions in the promotion of English-medium university programmes
16 references·1 citing·42 second hop
An ‘E’ for ‘elite’ in EMI? Global, local and elite dimensions in the promotion of English-medium university programmes (2024)An ‘E’ for ‘elite’ in EMI? Global, local …How to Do Critical Discourse Analysis: A Multimodal Introduction (2023)How to Do Critical Discourse …Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools (2020)Elite appropriation of Englis…Elite multilingualism: discourses, practices, and debates (2019)Elite multilingualism: discou…Introducing elite discourse: the rhetorics of status, privilege, and power (2017)Introducing elite discourse: …A systematic review of English medium instruction in higher education (2017)A systematic review of Englis…Treating language as an economic resource: Discourse, data and debate (2016)Treating language as an econo…Sociolinguistics: Theoretical Debates (2016)Sociolinguistics: Theoretical…Language Learning as Linguistic Entrepreneurship: Implications for Language Education (2016)Language Learning as Linguist…Introducing Global Englishes (2015)Introducing Global EnglishesWhy Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers (2014)Why Do Students Choose Englis…Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings (2014)Towards a Dynamic Conceptual …English as an academic language at a Swedish university: parallel language use and the ‘threat’ of English (2012)English as an academic langua…The impact of marketization on higher education genres — the international student prospectus as a case in point (2007)The impact of marketization o…National pride, global capital: a social semiotic analysis of transnational visual branding in the airline industry (2007)National pride, global capita…Nexus Analysis (2004)Nexus AnalysisCosmopolitical Realism: On the Distinction between Cosmopolitanism in Philosophy and the Social Sciences (2004)Cosmopolitical Realism: On th…The complexities of ‘sticky objects’ and ‘happy objects’ in multilingual universities: emotional (un)belonging from a posthumanist perspective (2025)The complexities of ‘sticky o…The Public and Its Problems. 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this work references cited by second hop

References

  • 2017A systematic review of English medium instruction in higher education1,526 cited
  • 2023How to Do Critical Discourse Analysis: A Multimodal Introduction1,237 cited
  • 2004Nexus Analysis700 cited
  • 2015Introducing Global Englishes538 cited
  • 2014Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings314 cited
  • 2004Cosmopolitical Realism: On the Distinction between Cosmopolitanism in Philosophy and the Social Sciences289 cited
  • 2012English as an academic language at a Swedish university: parallel language use and the ‘threat’ of English278 cited
  • 2016Sociolinguistics: Theoretical Debates232 cited
  • 2016Language Learning as Linguistic Entrepreneurship: Implications for Language Education198 cited
  • 2019Elite multilingualism: discourses, practices, and debates185 cited
  • 2007The impact of marketization on higher education genres — the international student prospectus as a case in point163 cited
  • 2016Treating language as an economic resource: Discourse, data and debate123 cited
  • 2007National pride, global capital: a social semiotic analysis of transnational visual branding in the airline industry123 cited
  • 2014Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers

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120 cited
  • 2017Introducing elite discourse: the rhetorics of status, privilege, and power97 cited
  • 2020Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools94 cited
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    • 2025The complexities of ‘sticky objects’ and ‘happy objects’ in multilingual universities: emotional (un)belonging from a posthumanist perspective4 cited