English as a Medium of Instruction and Transnational Education
English as a Medium of Instruction and Transnational Education
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英语作为教学语言和跨国教育
DOI：
10.1177/00336882211010357
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发表时间：
2021
期刊：
影响因子：
3
通讯作者：
L. Wee
中科院分区：
文献类型：
--
作者：
L. Wee
The topic of English as a medium of instruction (EMI) and transnational education is rife with the potential for exploring – in detail and at a variety of levels – the often complex and at times contentious relationships between language, education, culture, politics and the economy. Such explorations can focus on the exchanges that take place in the highly localized settings of specific classrooms, or their investigatory range can include the policies that are formulated and enacted across individual institutions, cities or states. The four featured articles in this special issue provide some illustrations as to how this potential can be realized. In this commentary, I will first offer some observations on the articles before closing with general comments about how I think lines of inquiry regarding the topic can be fruitfully pursued going forward. The paper by Harrison and Chen highlights an interesting conundrum that sometimes arises in “language-related episodes” but all too often goes unnoticed. This is, as the authors put it, the “paradoxical” need for students to possess an interactional competence when negotiating language policy enforcements even as the goal of the classroom activity is to help students acquire that very competence. There is no simple or straightforward way of resolving this language education paradox though the following are some points that are worth keeping in mind. The most important point to keep in mind is that interactional competence comes in many different stripes given that people interact with many different interactional partners and have many different, even shifting, goals in mind. This means that the situation described by the authors may not be as paradoxical as it appears. A teacher-led student pedagogical focus on “how” to communicate is not quite the same as a situation where the teacher explains or defends a policy to students. In the first situation, the teacher and students are in their prototypical and institutionally recognized roles: the former as authoritative bearer of knowledge imparting information to the latter. In the second situation, however, the issues at hand are arguably much more open-ended and the ways of
DOI：
10.1177/056943450504900214
发表时间：
2005-09
期刊：
The American Economist
影响因子：
--
作者：
Donna A. Cristo
通讯作者：
Donna A. Cristo