Critical English medium instruction: problematising neocolonial language dominance

Abstract

<p>English medium instruction (EMI) and critical language education are both relatively established areas of education and scholarship. While the booming trends of EMI have generally foregrounded the technical aspects of instruction and the related linguistic challenges, the ongoing development of EMI theory, research, policy, and practice can be further integrated with critical views. Although a stream of EMI research based on critical perspectives does already exist, there is still a considerable place for more serious critical engagements in this area. Therefore, in this paper we argue for the development of ‘Critical EMI’ praxis that embraces criticality in an explicit, inclusive, and coherent manner. Considering that EMI is a still emerging phenomenon in many contexts, we argue that this is the right time for endeavouring to help it grow as a sociopolitically sensitive area in essence while it is developing roots. We highlight issues of ideology, policy, identity, social justice, and the politics of English as five essential aspects of criticality in Critical EMI and further discuss some of the insights that it can offer in encountering the neocolonial spread and dominance of English.</p>