英语作为一种通用语言
国际化
教学媒介
中国
高等教育国际化
课程
身份(音乐)
教育学
高等教育
社会学
通用语
语言政策
语言能力
政治学
心理学
语言学
业务
物理
声学
法学
哲学
国际贸易
标识
DOI:10.1080/03075079.2024.2383950
摘要
While extensive studies have been devoted to English-medium instruction (EMI) in the internationalisation of higher education, only a few studies have investigated the language-related experiences and perceptions of international students in non-Anglophone contexts where the local/national language(s) serve as a medium of instruction for academic purposes. Given that Chinese universities have adopted a strong Chinese-medium instruction (CMI) initiative for international students in the past decade, this article makes a critical analysis of interviews with 48 African students to uncover CMI implementation in Chinese universities. The findings reveal that the students generally held positive attitudes towards the top-down CMI policy being implemented, despite the challenges encountered. However, the uncritical curriculum 'Sinicisation' also raised concerns about Chinese-only practices, the absence of appropriate learning materials and testing regimes, a lack of institutional support for using Chinese as an academic lingua franca, epistemic and social marginalisation of international students. As such, the article presents a complex interplay of language attitudes, language practices and identity construction in CMI programs, highlighting a hiatus between policy intentions and actual practices in classrooms. I conclude the article with recommendations for policymakers and future research on CMI policies and practices in China.
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