{"title":"TNHE和EMI的E","authors":"Dudley Reynolds","doi":"10.1075/ARAL.20111.REY","DOIUrl":null,"url":null,"abstract":"\n Questions asked as part of phenomenographic research are used to critically synthesize findings from the case\n studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in\n TNHE can be considered a phenomenon, it is suggested that the phenomenon is more discursive than empirical. Student and instructor\n perceptions of the phenomenon reveal a critical awareness of the policies that structure the learning environment and agency that\n takes advantage of the policies’ discursive nature to create alternative, multilingual language practices and improve learning. A\n gap between policy and practice that allows for negotiation of the E’s in EMI and TNHE, English and education, is hence called\n for.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"The E’s of TNHE and EMI\",\"authors\":\"Dudley Reynolds\",\"doi\":\"10.1075/ARAL.20111.REY\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n Questions asked as part of phenomenographic research are used to critically synthesize findings from the case\\n studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in\\n TNHE can be considered a phenomenon, it is suggested that the phenomenon is more discursive than empirical. Student and instructor\\n perceptions of the phenomenon reveal a critical awareness of the policies that structure the learning environment and agency that\\n takes advantage of the policies’ discursive nature to create alternative, multilingual language practices and improve learning. A\\n gap between policy and practice that allows for negotiation of the E’s in EMI and TNHE, English and education, is hence called\\n for.\",\"PeriodicalId\":43911,\"journal\":{\"name\":\"Australian Review of Applied Linguistics\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2021-07-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australian Review of Applied Linguistics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/ARAL.20111.REY\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Review of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/ARAL.20111.REY","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"LINGUISTICS","Score":null,"Total":0}
Questions asked as part of phenomenographic research are used to critically synthesize findings from the case
studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in
TNHE can be considered a phenomenon, it is suggested that the phenomenon is more discursive than empirical. Student and instructor
perceptions of the phenomenon reveal a critical awareness of the policies that structure the learning environment and agency that
takes advantage of the policies’ discursive nature to create alternative, multilingual language practices and improve learning. A
gap between policy and practice that allows for negotiation of the E’s in EMI and TNHE, English and education, is hence called
for.
期刊介绍：
The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.
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