English Medium Instruction or Exploitative Models of Income? International students’ experiences of EMI by default at an Australian university

IF 0.8 0 LANGUAGE & LINGUISTICS
Carly Steele, Ana Tankosić, Sender Dovchin
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引用次数: 0

Abstract

International education is Australia’s largest services export, and third largest export altogether, generating between $22 billion and $40 billion per year over the last few years. Higher education represents half of this ‘market’ with over 25 % of students being from overseas. Despite the important role that international students play in the fabric of Australian society and specifically in higher education, the findings from our linguistic ethnographic study of international students at an Australian university showed that the English language learning needs of these students were frequently unmet. Using James Scott’s theory of official and hidden transcripts, we reveal that students reported feeling that their “English is not good enough” and assumed personal ‘(ir)responsibility’ for this outcome. In this broad English Medium Instruction (EMI) context, where English is not the first language, but it is used as the language of instruction and as the lingua franca amongst international students, English-dominant perspectives acted to marginalise international students, impacting their academic performance and confidence for social networking. In this paper, we describe the shifts in higher educational policy in Australia over the last few decades to provide context to the current neoliberal educational climate for international students. We draw on principles of social justice to examine the present-day system and argue that Australian universities need to shift from an EMI by default model to a genuine EMI offering.
英语教学还是剥削性收入模式?澳大利亚一所大学的留学生对默认英语教学的体验
国际教育是澳大利亚最大的服务出口项目,也是第三大出口项目,在过去几年中,每年的出口额在 220 亿至 400 亿澳元之间。高等教育占据了这一 "市场 "的半壁江山,25% 以上的学生来自海外。尽管留学生在澳大利亚社会结构中,特别是在高等教育中扮演着重要角色,但我们对澳大利亚一所大学的留学生进行的语言人种学研究结果表明,这些学生的英语学习需求经常得不到满足。利用詹姆斯-斯科特(James Scott)的官方和隐性成绩单理论,我们揭示出,学生们认为自己的 "英语不够好",并对这一结果承担个人"(不)责任"。在这种广泛的英语教学(EMI)背景下,英语不是第一语言,但却被用作教学语言和留学生之间的通用语言,英语主导的观点使留学生被边缘化,影响了他们的学业成绩和建立社交网络的信心。在本文中,我们描述了澳大利亚高等教育政策在过去几十年中的转变,为留学生当前的新自由主义教育环境提供了背景。我们借鉴社会公正原则来审视当今的教育体制,并认为澳大利亚的大学需要从默认的EMI模式转变为真正的EMI教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.70
自引率
12.50%
发文量
13
期刊介绍: The Journal of English as a Lingua Franca (JELF) is the first journal to be devoted to the rapidly-growing phenomenon of English as a Lingua Franca. The articles and other features explore this global phenomenon from a wide number of perspectives, including linguistic, sociolinguistic, socio-psychological, and political, in a diverse range of settings where English is the common language of choice.
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