The internationalisation of higher education (HE) worldwide has led to an expansion of courses using English-as-a-medium-of-instruction (EMI) in non-native-English-speaking countries. Research has identified complex challenges facing EMI educators in implementing EMI policies and suggested separately the significant roles educators' agency and…

Research on English Medium Instruction (EMI) in Higher Education (HE) has tended to have a technicist orientation, examining for example how it is implemented and the challenges it has encountered. Much less critical attention has been given to the rationales that language policy makers and other stakeholders offer for introducing EMI - the…

In the era of the globalization of the English language, Kazakhstan has strategically implemented English as a Medium of Instruction (EMI) in higher education. Accordingly, the aim of this study was to explore teachers' and students' perceptions of their EMI experiences, focusing on the interplay between language management (LM), language…

This article compares the immersion-education systems in Brittany and Wales. The number of Welsh speakers is growing thanks to its well-developed immersion-education system. Brittany has a much less well-developed system and the number of Breton speakers is falling dramatically. Urgent action is needed if Breton is to survive. Using an approach…

This paper proposes a framework for multilingual language-in-education policy implementation, offered as a critically constructive response to India's recent "National Education Policy 2020" (GOI, 2020). Rooted in India's existing educational language policy, our linguistically inclusive 'Languages for Learning' (LFL) framework is, we…

The discussion of African languages as languages of learning and teaching can be traced back to the 1980s. To date, this discussion still continues and efforts to intellectualise African languages have been lax. Here, we present practical South African examples of higher education achievements in African languages that demonstrate the challenges…

Despite the predominant position of global English, teaching and learning of languages other than English (LOTEs) are gaining increasing attention in foreign language planning in China. This study aims to showcase the development of an elective Arabic language program in a Chinese university through the lens of agency as a spatial, temporal, and…

Language policy and planning in Nepal has been contested due to the co-existence of multiple contradictory discourses concerning teaching and learning of local, national, foreign, and international languages. Recently a multilingual policy was issued to create space for the once-banned ethnic/indigenous languages in public schooling, further…

Cooper's (1989) LPP framework focuses on 'who' the policy planner is and 'who' implements the policy to 'whom.' These are particularly significant factors in a highly centralized education system such as China's, where the effect of different individuals as actors in LPP remains largely unexplored. This article examines the controversy around the…

Teacher agency has become a growing research interest in language education, especially at the critical juncture of widespread globalisation, when many nations including Vietnam, the context of the study, have promulgated a new language policy to respond to this transformation. However, teacher agency remains under-examined despite a small number…

The study is underpinned by the public sphere paradigm, which emphasizes that language policy and planning (LPP) should be studied from the actual practices of local stakeholders/agents and communities within the local sites. This approach allows researchers to understand the complex, multilayered, and dynamic process of policy interpretation,…

Qatar University is currently at a crossroads, having to respond to competing institutional, national, and international language policy issues. This paper aims to reveal how Qatar University's internal and external stakeholders perceive the future directions of the university's language in education policy. In particular, through Q-methodology,…

Language policy is an influencing factor of the educational outcome for pupils in Africa. Colonial languages have been largely used and African Languages are neglected. Despite this, the South African Constitution (1996) declares eleven official languages. However, curricular developments favour Afrikaans and English. To analyse the implementation…

The literature on English-medium instruction (EMI) has predominantly focused on contexts where English is not the first language. Little is known about EMI in traditional English-speaking (Anglophone) contexts like Australia, where English is the first language. The highly internationalised Australian higher education has witnessed a growing…

This article focuses upon the Japanese government's decision in 2009 to direct an 'English-only' strategy for English language education in senior high schools from 2013. In the "Course of Study 2009," and more recently again in the "Course of Study 2018," the Japanese government implicitly blames the local grammar-translation…