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
3 - Ideologies of Language Use in an EMI University in Hong Kong
The Perspectives of International Students
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 examines the ideologies of language use in the context of an EMI university in multilingual Hong Kong from the perspectives of a group of international students. Based on the findings of the study, the chapter shows that international students’ ideologies of language use in the EMI university classroom are much more complex and nuanced than what is written in the institution’s official language policy documents. The majority of international students are found to hold ideologies of English as the default language for university education and English monolingualism as the norm in the EMI classroom. However, there is also evidence of varying degrees of acceptability of multilingual language practices in the classroom. The chapter draws attention to the complex ways in which international students’ language ideologies intersect with their concerns about social exclusion, linguistic disadvantage and educational inequality in the EMI classroom. It also demonstrates how their language ideologies contribute to sustaining and reproducing linguistic hegemony and social injustice in EMI higher education.
Keywords
- Type
- Chapter
- Information
- Critical English Medium Instruction in Higher Education , pp. 37 - 53Publisher: Cambridge University PressPrint publication year: 2025
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