Introduction: Conceptualizing Language Policy, Higher Education and New Nationalism

Saarinen, Taina

doi:10.1007/978-3-030-60902-3_1

Cited by 1 publication

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“…Another important dimension to consider is that EMI has been presented as a "key strategy through which universities, propelled by academic, political, social and economic motives, respond to the influence of globalization" (Rahman & Mehar Singh, 2020, p. 40). Given the important role of English for internationalization, universities have been implementing EMI in their courses and degree programs Dearden, 2014) by restructuring their language policies (Liddicoat, 2016;Saarinen, 2020). EMI in higher education has rapidly increased in countries around the world (Baker & Hüttner, 2019) as a strategic initiative in educational internationalization (Chen et al, 2020).…”

Section: Intercultural Communication English Language Education and H...mentioning

confidence: 99%

English Language Learning as Intercultural Experience

R’boul

Alastuey

2021

Trends and Developments for the Future of Language Education in Higher Education

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Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.

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