Can the Monkey King Break through the 'Jin-Gang-Quan' ([characters omitted)? Overcoming the Multiple Contradictions in EMI Education
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| Title: | Can the Monkey King Break through the 'Jin-Gang-Quan' ([characters omitted)? Overcoming the Multiple Contradictions in EMI Education |
|---|---|
| Language: | English |
| Authors: | Angel M. Y. Lin |
| Source: | Language and Education. 2024 38(1):139-147. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Language of Instruction, English (Second Language), Second Language Learning, Ethics, Multilingualism, Code Switching (Language), Equal Education, Neoliberalism, Language Tests, Monolingualism, Culture Fair Tests, Inclusion, Language Variation, Language Attitudes, Content and Language Integrated Learning, Academic Language, Writing for Publication, Native Speakers, Standard Spoken Usage, Access to Education, Decolonization |
| DOI: | 10.1080/09500782.2023.2284802 |
| ISSN: | 0950-0782 1747-7581 |
| Abstract: | Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as translanguaging theories and pedagogies and the evolution of English as a Lingua Franca (ELF) principles, the journey towards a more inclusive and equitable English language education remains fraught with difficulties. Monolingual English continues to dominate assessments and academic publishing, and critical scholarship often appears powerless. I discuss the need for critical research to be grounded in praxis and discuss the struggle of EMI researchers against entrenched and renewed coloniality within increasingly neoliberalized academic institutions. I explore these contradictions in an imaginary dialogue between multiple voices. I then propose a research initiative ('PAA-STELE') aimed at overcoming the dominance of monolingual English assessment. I conclude that through collective action and a steadfast commitment to critical-ethical principles, we may effect change, albeit slowly and incrementally, within the English language education field. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1406325 |
| Database: | ERIC |
| Abstract: | Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as translanguaging theories and pedagogies and the evolution of English as a Lingua Franca (ELF) principles, the journey towards a more inclusive and equitable English language education remains fraught with difficulties. Monolingual English continues to dominate assessments and academic publishing, and critical scholarship often appears powerless. I discuss the need for critical research to be grounded in praxis and discuss the struggle of EMI researchers against entrenched and renewed coloniality within increasingly neoliberalized academic institutions. I explore these contradictions in an imaginary dialogue between multiple voices. I then propose a research initiative ('PAA-STELE') aimed at overcoming the dominance of monolingual English assessment. I conclude that through collective action and a steadfast commitment to critical-ethical principles, we may effect change, albeit slowly and incrementally, within the English language education field. |
|---|---|
| ISSN: | 0950-0782 1747-7581 |
| DOI: | 10.1080/09500782.2023.2284802 |
