A collaborative autoethnography on English as a medium of instruction

Document Type

Article

Source of Publication

Journal of English-Medium Instruction

Publication Date

1-6-2025

Abstract

Abstract English-medium instruction (EMI), and more broadly English-medium education (EME), is growing in leaps and bounds in multilingual university settings globally. Despite the phenomenon of EMI affecting all stakeholders in any given university, research concerning EMI pedagogical and sociolinguistic issues most often occupies the attention of applied linguists alone. This study aims to open up research on EMI to include interdisciplinary perspectives from faculty members in the disciplines of applied linguistics, education and media studies. The study takes the form of a collaborative autoethnography whereby the authors, as participants, reflect on their experiences and perceptions of EMI in their respective disciplines in the context of higher education in the United Arab Emirates. Findings revealed both similarities and differences between approaches and experiences of EMI across disciplines. Drawing on the findings, open sharing and discussion of EMI struggles and triumphs is recommended together with critical awareness of decolonisation in educationscapes and teacher agency in EMI classrooms.

ISSN

2666-8890

Publisher

John Benjamins Publishing Company

Disciplines

Education | Linguistics

Keywords

English-medium instruction, collaborative autoethnography, interdisciplinary perspectives, higher education, decolonisation

Indexed in Scopus

no

Open Access

no

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