English-medium instruction policies in China: internationalisation of higher education

• Published in: Journal of multilingual and multicultural development Vol. 39; no. 6; pp. 542 - 555
• Main Author: Zhang, Zhiguo
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.07.2018; Taylor & Francis Ltd
• Subjects: Bidirectionality; China; Chinese; Chinese languages; Classroom observation; Classroom Techniques; Classrooms; College Students; Curricula; Education policy; Educational Policy; English (Second Language); English for academic purposes; English-medium instruction courses or programmes; English-medium instruction policies; Foreign Countries; Foreign Students; Globalization; Higher Education; International Education; internationalisation of higher education; Internet; Interviews; Language Attitudes; Language for special purposes; Language ideologies; Language of Instruction; Language policy; Mobility; Non-English speakers; Observation; Policy Analysis; Policy Formation; Second Language Learning; Technology; China
• ISSN: 0143-4632; 1747-7557
• DOI: 10.1080/01434632.2017.1404070

In the twenty-first century, internationalisation of higher education (HE) has multiple dimensions - contents of curriculum, mobility of students and faculty, technology and programmes, which are all more or less related to English-medium instruction (EMI) policies. Like many other non-English-speaking countries, China's EMI policies are crucial for its internationalisation of HE. What striking features do these policies have? And what challenges do they meet? Within Spolsky's [(2004). Language Policy. Cambridge: Cambridge University Press) tripartite conceptual framework and utilising the data gathered via internet, interview and classroom observation, the paper is intended to examine China's EMI policies in HE from three perspectives: language ideology, language management and language practice (LP). The study finds that China's EMI policies are aiming at bidirectional internationalisation - for both outbound Chinese students and inbound international students. It also uncovers that the current main problems in China's EMI policies do lie in LPs - limited EMI courses or programmes, and asymmetrical number of international degree students. The author argues that EMI policies should be developed together with disciplinary advancement and Chinese-medium instruction policies.