“We feel excluded and isolated”: Multilingual international students’ emotions and agency in an EMI program

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Juan Dong, Yawen Han
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引用次数: 0

Abstract

The global whim to introduce EMI policy in higher education is often accompanied by neoliberal discourses without considering the emotional effects on stakeholders. Following a critical post-structuralist lens, this qualitative study examines how the implementation of EMI impacts the emotions and agency of international students in Southwest China. The findings revealed that despite the neoliberal ideals of EMI leading to international students’ emotions of hope, pride, and expectation about their future employment and academic pursuits, they encountered many emotional struggles resulting from institutional classroom segregation, English insufficiency, and high-stake exams. To empower themselves and alleviate those emotional challenges, international students, as entreprenurial subjects, adopted agencies by exploiting digital space, seeking peer support and utilizing the local linguistic learning resources. The study closes with implications to promote students’ emotional awareness in policy making and implementation, calling for creating inclusive and supportive learning environments that optimize students’ academic success and overall well-being.
“我们感到被排斥和孤立”:多语种国际学生在EMI项目中的情感和能动性
在高等教育中引入EMI政策的全球奇想往往伴随着新自由主义话语,而不考虑对利益相关者的情感影响。本定性研究采用后结构主义的批判性视角,考察了EMI的实施如何影响西南地区国际学生的情绪和能动性。研究结果显示,尽管EMI的新自由主义理想使国际学生对未来的就业和学术追求产生了希望、骄傲和期望,但他们遇到了许多情感上的挣扎,这些挣扎源于制度上的课堂隔离、英语能力不足和高风险的考试。国际学生作为创业主体,通过开发数字空间、寻求同伴支持和利用当地语言学习资源等方式,通过中介机构来增强自己的能力,缓解这些情感挑战。该研究最后提出了在政策制定和实施中提高学生情感意识的启示,呼吁创造包容和支持性的学习环境,以优化学生的学业成功和整体福祉。
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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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