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    English Medium Instruction or Exploitative Models of Income? International students’ experiences of EMI by default at an Australian university

    95416.pdf (789.9Kb)
    Access Status
    Open access
    Authors
    Steele, Carly
    Tankosic, Ana
    Dovchin, Sender
    Date
    2024
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Steele, C. and Tankosic, A. and Dovchin, S. 2024. English Medium Instruction or Exploitative Models of Income? International students’ experiences of EMI by default at an Australian university. Journal of English as a Lingua Franca. 13 (1): pp. 73-94.
    Source Title
    Journal of English as a Lingua Franca
    DOI
    10.1515/jelf-2024-2011
    ISSN
    2191-9216
    Faculty
    Faculty of Humanities
    School
    School of Education
    Funding and Sponsorship
    http://purl.org/au-research/grants/arc/DE180100118
    URI
    http://hdl.handle.net/20.500.11937/95653
    Collection
    • Curtin Research Publications
    Abstract

    International education is Australia’s largest services export, and third largest export altogether, generating between $22 billion and $40 billion per year over the last few years. Higher education represents half of this ‘market’ with over 25 % of students being from overseas. Despite the important role that international students play in the fabric of Australian society and specifically in higher education, the findings from our linguistic ethnographic study of international students at an Australian university showed that the English language learning needs of these students were frequently unmet. Using James Scott’s theory of official and hidden transcripts, we reveal that students reported feeling that their “English is not good enough” and assumed personal ‘(ir)responsibility’ for this outcome. In this broad English Medium Instruction (EMI) context, where English is not the first language, but it is used as the language of instruction and as the lingua franca amongst international students, English-dominant perspectives acted to marginalise international students, impacting their academic performance and confidence for social networking. In this paper, we describe the shifts in higher educational policy in Australia over the last few decades to provide context to the current neoliberal educational climate for international students. We draw on principles of social justice to examine the present-day system and argue that Australian universities need to shift from an EMI by default model to a genuine EMI offering.

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