Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities

31Citations
Citations of this article
89Readers
Mendeley users who have this article in their library.

This article is free to access.

Abstract

This article reports on a study of policymaking at transnational and local universities in China concerning English Medium Instruction (EMI) provision, and the impact this has on stakeholder experiences. It explores policymaking at two transnational universities, which are compared and contrasted with data collected at six other Chinese universities that offer EMI programmes. Data were collected via individual and group interviews with 26 key policy stakeholders during fieldwork at the eight universities and centred on language-related policy diffusion surrounding admissions, language support, and language use. Findings revealed a reliance on foundation year studies at transnational universities versus the Gaokao (national college entrance examination) at other universities to ensure students had the requisite proficiency upon admissions. Findings also revealed transnational universities were more likely to offer language support to their students and have language policies governing language use. Overall, the findings reveal a range of affordances and caveats associated with each institution’s contextualized policy making, causing ease and conflict for EMI stakeholders.

Cite

CITATION STYLE

APA

McKinley, J., Rose, H., & Zhou, S. (2021). Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities. RELC Journal, 52(2), 236–252. https://doi.org/10.1177/00336882211020032

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free