Emotion and imagination in English-medium instruction programs: Illuminating its dark side through Nepali students’ narratives

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6 Citations (Scopus)

Abstract

This article reports on students’ affective dimension in English-medium instruction (EMI) university programs in Nepal. To unpack the affective dimension of EMI students, I conducted interviews and focus group discussions with students from different disciplines (e.g., business, nursing, pharmacy, and education). The data analysis revealed that the social and cognitive process of selecting an EMI program is embedded in “neoliberal imagination,” in which they perceive EMI as a way to upward socioeconomic and symbolic mobility. Such neoliberal desire has implicitly appropriated EMI as a neoliberal endowment and created a discourse of unequal emotions. While EMI has engendered positive emotions (e.g., hope and pride) for some students, other students from non-EMI schooling backgrounds experience negative emotions (e.g., shame and anxiety). The paper, therefore, argues that the neoliberal desire for EMI can create a discourse of mixed emotions, also leading to emotional challenges and discrimination against some students. Copyright © 2023 Elsevier Inc. All rights reserved.

Original languageEnglish
Article number101150
JournalLinguistics and Education
Volume75
Early online dateMar 2023
DOIs
Publication statusPublished - Jun 2023

Citation

Sah, P. K. (2023). Emotion and imagination in English-medium instruction programs: Illuminating its dark side through Nepali students’ narratives. Linguistics and Education, 75, Article 101150. https://doi.org/10.1016/j.linged.2023.101150

Keywords

  • English-medium instruction
  • Neoliberal imaginations
  • Emotions
  • Nepal's higher education
  • Multilingualism

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