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Transnational Students’ Epistemic Participation in English-Medium Instruction Programs

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  • Yixi Qiu

    (College of Foreign Languages and Literature, Fudan University, 220 Handan Road, Shanghai 200433, China)

  • Yongyan Zheng

    (College of Foreign Languages and Literature, Fudan University, 220 Handan Road, Shanghai 200433, China)

Abstract

Past research on English-medium instruction (EMI) has primarily focused on language-related challenges with scant attention paid to how language is entangled with epistemic access and epistemic injustice. Informed by the perspective of “epistemic (in)justice”, this study focused on how a cohort of students from diverse linguistic and cultural backgrounds negotiate a more epistemologically effective and equal access to knowledge negotiation in an EMI international relations master’s program in a Chinese university. Data were drawn from classroom observation, semi-structured interviews, and students’ reflexive journals. Qualitative thematic analysis of the data revealed unequal power relations in students’ epistemic participation and their resulting epistemic silence in classroom discussions. By illustrating how students cope with the epistemic challenges by drawing on individual-cognitive and social-cognitive resources, the findings suggest potential strategies for transnational students to counter the hegemony of English in EMI learning contexts. Implications for decoloniality in EMI education are discussed.

Suggested Citation

  • Yixi Qiu & Yongyan Zheng, 2023. "Transnational Students’ Epistemic Participation in English-Medium Instruction Programs," Sustainability, MDPI, vol. 15(8), pages 1-11, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:8:p:6478-:d:1120771
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    References listed on IDEAS

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    1. Jack Pun & Nathan Thomas & Neil Evan Jon Anthony Bowen, 2022. "Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School," Sustainability, MDPI, vol. 14(4), pages 1-18, February.
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