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Language ideology of English-medium instruction in higher education
English Today ( IF 1.156 ) Pub Date : 2019-08-08 , DOI: 10.1017/s0266078419000294
Mohammad Mosiur Rahman , Manjet Kaur Mehar Singh

English-medium instruction (EMI) has been perceived as a key strategy through which universities, propelled by academic, political, social and economic motives, respond to the influence of globalisation (Altbach & Knight, 2007). This has been fuelled by the fact that English, defined as the global common language, is needed to create the knowledge base in global tertiary education (Fishman, 2000). In the process, English has become the universal second language of advanced education (Brumfit, 2004), due to the value attached to the language in present times and the advantage of using the language in the existing global language order (Zhang, 2017). These motivations have contributed to the global phenomenon of English being the medium of instruction (MOI), and higher education has been the venue where EMI could be implemented more consistently (Dearden, 2014). This has resulted in the generation of a growing body of work on how universities plan their language policies (Liddicoat, 2016).

中文翻译:

高等教育英语教学的语言意识形态

英语教学(EMI)被认为是大学在学术、政治、社会和经济动机的推动下应对全球化影响的关键战略(Altbach & Knight, 2007)。这是因为英语被定义为全球通用语言,需要在全球高等教育中建立知识库(Fishman,2000)。在此过程中,英语已成为高等教育的普遍第二语言(Brumfit,2004),这是由于其在当今时代所赋予的价值以及在现有的全球语言秩序中使用该语言的优势(Zhang,2017)。这些动机促成了英语作为教学语言(MOI)的全球现象,高等教育一直是可以更一致地实施 EMI 的场所(Dearden,2014 年)。这导致关于大学如何规划其语言政策的工作越来越多(Liddicoat,2016)。
更新日期:2019-08-08
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