Embracing diversity, inclusion, equity and access in EMI-TNHE: Towards a social justice-centered reframing of English language teaching

Peter I. DE COSTA, Curtis Allen GREEN-ENEIX, Wenjing Wendy LI

Research output: Contribution to journalArticlespeer-review

26 Citations (Scopus)

Abstract

This editorial piece is the introduction of our special issue on English as a medium of instruction (EMI) and transnational higher education (TNHE). In this piece, we argue for a centering of diversity, inclusion, equity and access in EMI-TNHE as part of a larger agenda to create a more socially just field of English language teaching. Copyright © 2021 The Author(s).

Original languageEnglish
Pages (from-to)227-235
JournalRELC Journal
Volume52
Issue number2
Early online dateJul 2021
DOIs
Publication statusPublished - Aug 2021

Citation

De Costa, P. I., Green-Eneix, C., & Li, W. W. (2021). Embracing diversity, inclusion, equity and access in EMI-TNHE: Towards a social justice-centered reframing of English language teaching. RELC Journal, 52(2), 227-235. https://doi.org/10.1177/00336882211018540

Keywords

  • English as a medium of instruction
  • Transnational higher education
  • Social justice
  • English language teaching
  • Diversity
  • Inclusion
  • Equity and access

Fingerprint

Dive into the research topics of 'Embracing diversity, inclusion, equity and access in EMI-TNHE: Towards a social justice-centered reframing of English language teaching'. Together they form a unique fingerprint.