In an era of internationalisation and globalisation, many institutional and national governments’ higher education policies have embraced neoliberal agendas that encourage the use of English as a medium of instruction (EMI). Due to the postcolonial struggles of the Global South, it is important to critically examine the entanglement of EMI with the cultural politics of English and the colonial relationship between the Global North and Global South. This study takes as its departure point the notion that EMI might entail linguistic governmentality in perpetuating the linguistic, cultural and epistemic superiority of Anglo-Atlantic spaces. This paper seeks to unearth and analyse the complexity of EMI teaching in the Global South, specifically in Morocco as a postcolonial context. This study draws on focus group discussions with 24 university professors to get deeper insights into their perceptions of the significance and the implications of using EMI in Moroccan universities. Copyright © 2022 The Author(s).
|Journal||Journal of Multilingual and Multicultural Development|
|Early online date||May 2022|
|Publication status||E-pub ahead of print - May 2022|
CitationR’boul, H. (2022). English medium instruction in Moroccan universities: Implications for multilingualism, linguistic dependency and epistemic justice. Journal of Multilingual and Multicultural Development. Advance online publication. doi: 10.1080/01434632.2022.2069250
- English as a medium of instruction
- The Global South
- Epistemic justice