Book contents
- Critical English Medium Instruction in Higher Education
- Critical English Medium Instruction in Higher Education
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Foreword
- 1 Critical Views of English Medium Instruction
- Part I Ideologies and Educational Policies
- 2 Conceptualisations of English in an Italian EMI Context
- 3 Ideologies of Language Use in an EMI University in Hong Kong
- 4 Burdening EMI with Unnecessary Baggage
- 5 Entrepreneurial Orientations towards Language and Education
- 6 A Critical Approach to the Rise of EMI
- Part II Identity and Educational Justice
- Part III The Politics of English in Education
- Afterword
- Index
- References
2 - Conceptualisations of English in an Italian EMI Context
from Part I - Ideologies and Educational Policies
Published online by Cambridge University Press: 31 January 2025
Book contents
- Critical English Medium Instruction in Higher Education
- Critical English Medium Instruction in Higher Education
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Foreword
- 1 Critical Views of English Medium Instruction
- Part I Ideologies and Educational Policies
- 2 Conceptualisations of English in an Italian EMI Context
- 3 Ideologies of Language Use in an EMI University in Hong Kong
- 4 Burdening EMI with Unnecessary Baggage
- 5 Entrepreneurial Orientations towards Language and Education
- 6 A Critical Approach to the Rise of EMI
- Part II Identity and Educational Justice
- Part III The Politics of English in Education
- Afterword
- Index
- References
Summary
This chapter reports on ethnographic research carried out in an EMI course in an Italian higher education institution. The chapter starts with a brief overview of the recent, contested growth of EMI in Italy and a critical analysis of national policy documents to unveil the ideological underpinnings of EMI in this sociocultural context. This is followed by the presentation and discussion of findings of ethnographic research carried out over three years in a course designed to promote critical language awareness in an EMI context. The study looks at how students’ ideologies of language interact with those identified at the macro and meso levels, first of all by exploring the language portraits and biographies of a class of students at the beginning of their English-Taught Programme. This is followed by a more in-depth analysis of the portraits and biographies of three students who were interviewed one year later. This provides a longitudinal dimension to the research and insights into the changing nature of language ideologies and also linguistic repertoires.
Keywords
- Type
- Chapter
- Information
- Critical English Medium Instruction in Higher Education , pp. 19 - 36Publisher: Cambridge University PressPrint publication year: 2025
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