Linguistic and Epistemological Challenges in English Medium Instruction Policies:A Multidimensional Analysis for Linguistic and Cultural Safety
Contextualized in English medium instruction,this study explores the linguistic and cultural safety challenges faced by multi-lingual teachers and students in knowledge negotiation.Through a comprehensive and systematic analysis,it is revealed that the problems induced by English medium instruction are not confined to linguistic issues but also encompass epistemology,social structure,and power dynamics.Under the current paradigm,monolingual policies,the instrumental role of language,and a Western-centric epistemological framework contribute to a hidden linguistic-epistemological inequity,posing latent challenges to linguistic and cultural safety.Non-native English speakers face the risk of marginalization in terms of epistemic participation and identity recognition.Researching multilingually and alternative epistemologies can enhance teachers'and students'translingual and transepistemological agency,reconfiguring the interactive network between language and knowing,thereby fostering a more equitable,safe and inclusive English medium instruction ecosystem.This paper provides a prospective approach to addressing the linguistic and cultural safety issues in English medium instruction,contributing to the sustained development of theory and prac-tice in related fields.
English medium instructionlinguistic and cultural safetyepistemological inequityresearch multilinguallytranslingual-transepistemological agency
NETL
NSTL
万方数据
