Problematising the English-Only Policy in EAP: A Mixed-Methods Investigation of Chinese International Students' Perspectives of Academic Language Policy

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  • Author(s): Chen, Le
  • Language:
    English
  • Source:
    Journal of Multilingual and Multicultural Development. 2020 41(8):718-735.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      English for Academic Purposes; Foreign Students; Language Usage; Educational Policy; Student Attitudes; Classroom Communication; International Education; Cultural Differences; Asians; Self Concept; Second Language Learning; English (Second Language); Second Language Instruction; Higher Education; College Students; Foreign Countries
    • Subject Terms:
      Canada
    • Accession Number:
      10.1080/01434632.2019.1643355
    • ISSN:
      0143-4632
    • Abstract:
      Up to date, there is scarce quantitative literature accounting for the interrelationships of the components (policies, beliefs, and practices) of academic language policy. This paper reports findings from a mixed-methods study of the enactment of academic English language policy by focusing on international students' perceptions of the classroom language policy (English-only) in three Canadian EAP programmes. With corroborative findings, this study identifies general trends in students' perceptions and beliefs towards the implementation of classroom language policy as well as factors that contribute to students' ambivalence and varied perspectives. Major findings reveal the tensions and conflicts between top-down language requirements/expectations and the actual language use/choice in the EAP classroom. Discussions of the findings suggest that, despite the increasing awareness of the homogenising effects of internationalisation as embodied in the monolingual orientation in classroom language policy, the linguistic and cultural differences which mark the Chinese students' identities and holistic linguistic repertoires seem to remain othered and their language needs marginalised by the hosting communities. This empirical study may deepen current understandings of the interrelationships between language choice and language beliefs and provide implications for language policy making in alignment with internationalisation of higher education.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1272289