Critical English Medium Instruction in Higher Education

Cover
Half Title
Title Page
Copyright Page
Contents
Figures and Tables
Contributors
Foreword
1 - Critical Views of English Medium Instruction
Part I - Ideologies and Educational Policies
	2 - Conceptualisations of English in an Italian EMI Context
	3 - Ideologies of Language Use in an EMI University in Hong Kong: The Perspectives of International Students
	4 - Burdening EMI with Unnecessary Baggage: Critiquing an EMI Case in Japan as an Ideologically Laden Undertaking
	5 - Entrepreneurial Orientations towards Language and Education: EMI Policy in Kazakhstan
	6 - A Critical Approach to the Rise of EMI: Why, How, and by Whom Are Decisions Made?*
Part II - Identity and Educational Justice
	7 - EMI Teachers’ Discourses and the Configuration of Their Identities in Two Colombian Universities
	8 - “I Just Opened My Heart”: Challenges and Contradictions in Multilingual EMI Teacher Identity Construction
	9 - Perpetuating Inequality in Higher Education EMI in Ethiopia, Poland, and Japan
Part III - The Politics of English in Education
	10 - Problematizing ‘English’ in EMI: A View from Malaysia and Brazil
	11 - A Fractured Dream of the Decolonisation and De-eliticisation of English within EMI Programmes in South Asia
	12 - Reproducing the Dominance of English through EMI in Postapartheid South Africa
	13 - EMI, Cognitive Capture and Decoloniality
Afterword
Index