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1-1-2023
Forum on “The emotional landscape of English medium Forum on “The emotional landscape of English medium instruction (EMI) in higher education”
instruction (EMI) in higher education”
Sara Hillman
Texas A&M University at Qatar Wendy Li
Duke Kunshan University Özgür Şahan
University of Southampton Kari Sahan
University of Reading Indika Liyanage
United International College
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Recommended Citation Recommended Citation
Hillman, Sara; Li, Wendy; Şahan, Özgür; Sahan, Kari; Liyanage, Indika; Zhang, Tiefu; Yuan, Rui; Hopkyns, Sarah; Gkonou, Christina; and Sah, Pramod K., "Forum on “The emotional landscape of English medium instruction (EMI) in higher education”" (2023). All Works. 5770.
https://zuscholars.zu.ac.ae/works/5770
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Author First name, Last name, Institution Author First name, Last name, Institution
Sara Hillman, Wendy Li, Özgür Şahan, Kari Sahan, Indika Liyanage, Tiefu Zhang, Rui Yuan, Sarah Hopkyns, Christina Gkonou, and Pramod K. Sah
This article is available at ZU Scholars: https://zuscholars.zu.ac.ae/works/5770
Linguistics and Education 75 (2023) 101181
ContentslistsavailableatScienceDirect
Linguistics and Education
journalhomepage:www.elsevier.com/locate/linged
Forum on “The emotional landscape of English medium instruction (EMI) in higher education”
Sara Hillman
a,∗, Wendy Li
b, Özgür ¸S ahan
c, Kari Sahan
d, Indika Liyanage
e, Tiefu Zhang
f, Rui Yuan
g, Sarah Hopkyns
h, Christina Gkonou
i, Pramod K. Sah
azaTexas A&M University at Qatar, Doha, Qatar
bDuke Kunshan University, Kunshan, Jiangsu Province, China
cUniversity of Southampton, Southampton, UK
dUniversity of Reading, Reading, UK
eBeijing Normal University-Hong Kong Baptist University United International College, Zhuhai, China
fUniversity of Electronic Science and Technology of China, Chengdu, China
gUniversity of Macau, Macau, China
hZayed University, Abu Dhabi, UAE
iUniversity of Essex, Colchester, UK
azUniversity of Calgary, Calgary, Canada
a rt i c l e i nf o
Article history:
Available online 14 April 2023
1. Introduction
The studies presented in this special issue on the emotional landscape of English medium instruction (EMI) in higher educa- tion settings offer valuable insights into the variety of emotions thatgetentangledinpolicies,discourses,andpracticesinlocalEMI contexts, and the emotionaleffects of EMIon various stakehold- ers,suchasstudents,teachers,andadministrators.Itisalsoimpor- tanttocontemplate1)howtheresearchfindingscanbeappliedin EMIhighereducationsettingsinorderto developmoreemotion- ally supportiveandsociallyjust(DeCostaetal., 2021) EMIenvi- ronments and2)how tomove forwardwiththeresearch agenda onemotionsandEMI.Withthesequestionsinmind,thecontribu- tors tothespecialissuewereaskedtoreviewone another’sstud- ies and briefly respond to the prompt listed below. The prompt was created and the responses organized and edited by Sara Hillman and Wendy Li. The authorship order for this piece was basedontheorderinwhichtheeditorsarrangedthecontributors’
responses.
How can thestudies in this special issue be applied in English- mediuminstruction(EMI)highereducationsettingsandwhatfurther researchneedstobedone?
∗Corresponding author.
E-mail address: sara.hillman@qatar.tamu.edu (S. Hillman) .
2. Özgür ¸SahanandKariSahan
English skills have been compared to the “fabled Aladdin’s lamp, which permits one to open, as it were, the linguistic gates to international business, technology, science and travel”
(Kachru,1986,p.1).ThesupposedpowerofEnglishtoopendoors in a globalized world has, in part, fuelled the rise of EMI pro- grammesatuniversitiesaroundtheworld.However,theextentto which EMI students actually benefitfrom possessing this ‘fabled lamp’ remains empirically unknown. When we consider research inEMIhighereducationsettings,weseethatthefocushaslargely beenon challengestoteaching andlearning, classroompractices, andlearningoutcomes.Whilethisfocusonlearningiscertainlyan importantone – since thequality of learningshould not be sac- rificed when the language ofinstruction haschanged – research haslargelyneglectedthebroaderstudentexperienceandstudents’
wellbeing.Emotionsresearch inEMIhighereducationsettingshas theabilitytoaddressthisbyapproachingstudentsaspeoplerather than simply as participants. In other words, critical research on EMI students’ emotions highlights the holistic and human expe- rienceof learning, remindingus thatstudents should not justdo wellintheirEMIclassesbutbewellthroughouttheirEMIuniver- sitystudies.
Thefindingsfromresearchpresentedinthisspecialissue– in- cluding Sah’s(this issue) work in Nepal andour work inTurkey (¸Sahan& Sahan,thisissue)– haveillustratedthemixedemotions experiencedbystudentsinEMIprograms(e.g.,frustration,anxiety, https://doi.org/10.1016/j.linged.2023.101181
0898-5898/© 2023 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )
S. Hillman, W. Li, Ö. ¸S ahan et al. Linguistics and Education 75 (2023) 101181
shame),andtheyhavedemonstratedhowtheseemotionalexperi- ences areintertwined withdiscoursesof neoliberalism.Thesere- searchfindings canbeappliedinEMIhighereducationsettingsto remindpolicymakersandteachersalikeofthewaysinwhichEMI students can(andoftendo) feeloverwhelmedwhenbeingtaught through English– andto remindthemthat studentsmaybe less likelytosucceedintheirEMIcoursesiftheyareexperiencingemo- tionalchallengesanddiscrimination.
For teachers, policy makers, and other stakeholders, this re- search underscoresthatEMIstudents arenotrobots– theirwell- beingmatters. Thispoint ishighlightedinHopkynsandGkonou’s (this issue)assertionthat thereisnoone-size-fits-allapproachto EMI. Rather, EMI policy and practice needs to be responsive to thelocalcontext andlocalneeds.Liyanage’s (thisissue)studyre- mindsusthatEMIpolicymakers(orpolicyimplementors)alsoex- perience complex emotional challenges, resulting in a fracturing of the highereducation community. Looking forward,research is needed to inform how teachers and policymakers can better re- spond to these emotional challenges, for example through more inclusive policy and through teacher training programs that are attuned totheemotionalcomplexities experiencedby EMIteach- ers(Yuanetal.,thisissue) andstudents alike.Suchprogramscan empower teachers with the pedagogical skills needed to create linguistically-inclusive classrooms responsive to students’ (educa- tionalandemotional)needs.
3. IndikaLiyanage
ItisapparentthatEMIisanunstoppablephenomenon,andthat it candeliversome tangiblebenefits tosome graduates(¸Sahan&
Sahan, thisissue), butwithemotional costs (Hopkyns & Gkonou, this issue). While the genieisout of thebottle, thesepapers of- fer some suggestions on how to address and manage some of the emotional issues associated with EMI for students, teachers, andadministrators.Acknowledgementofsocioculturalanddiscur- sive contexts that influence emotions indicates the necessity for EMIprograms to besensitive tolocalcircumstances (Sah,thisis- sue). The issue of individual entrepreneurial responsibility needs to be countered locally by institutions, acceptingtheir social re- sponsibility for the well-being of community members. Mecha- nismsareneededtoensure studentswithunderstandabledesires forlearningthroughEMIareadequatelyinformed priortoenroll- mentaboutthedemandsoflearninginanadditionallanguageand associatedemotionalrewardsandchallenges.Structuresneedtobe established to support students during their study, and students informed duringandbeforeenrollmentofwhen,where,andwhy theyshouldusethem.
Thesamesupportneedstobeofferedtoteachingstaff through continuing professional development based on learning/practice models,supportedbystructuresandprocessesthatsupportcollab- orative pedagogical development. This needs to include dialogue between teaching staff and educational leaders at all stages to maximizeeffectivenessofteachingandlearningandtoaddressis- sues ofemotional labourforall involved (Yuanetal., this issue).
In manyinstances, it could be productive toconsider the advan- tagesofalternative pathwaysto equipstudentswithEnglish pro- ficiencydeemednecessaryforfutureemploymentorstudyinset- tingswhereEnglishisthelinguafranca.
Studies presentedherewereundertaken insettingswherethe firstlanguageofthemajorityofthepopulationisnotEnglish,but research onemotionsandEMImustnotignoretheexperiences of internationalstudentswho,influencedbydiscoursesofaccumula- tion of linguisticcapitalandlinguistic entrepreneurship critiqued inthesepapers,experienceEMIinEnglish-dominantsettings.Are theiremotionalexperiencessimilartothoseuncoveredbyauthors in this collection, or how do they differ, and what are the edu-
cationalandpersonalimplicationsfortheconsiderablenumberof individuals who pay a premium to access the promise of study inEnglish-speakinginstitutions which,inmanycases,rely onin- ternational studentfees for much oftheir operation?Studies in- formedby thepost-structuralist perspectiveonemotions adopted in this collection can widenunderstanding of these experiences, andresponsestothem,bylookingbeyondtheconfinesofindivid- ualsandofclassrooms.Likewise,theemotionallabourofteaching linguistically diversestudent cohorts in HE, andof administering andmonitoringtheirparticipationinlearningandcampuslife,de- servesattention.Investigationofthemanagementoftheemotional dimensionneedstolookatproactiveaswellasreactivestrategies, exploringinstitutional,structural,andpedagogicalavenuesthatac- knowledgetheeducationalsignificanceofemotionsandtheshared responsibilityoftheirmanagement.
4. TiefuZhangandRuiYuan
Ourstudy(Yuanetal.,thisissue)depictstheemotionalexperi- enceofagroupofChinesestudentsenrolledinanEMIteachered- ucationprogramataMacauuniversity.Informedbythepoststruc- turalistperspective,thestudyhighlightstheemotionalvulnerabil- ityofstudents inEMIhighereducation mediatedby a neoliberal and corporatized discourse, as a result of which, individual stu- dents’needs,voices,andemotionsbecamesidelinedintheirlearn- ingprocess.ThefindingsechothestudybySah(thisissue),which shedslightontherole ofneoliberalimaginationincreatingadis- courseofmixedemotionsamongNepaliEMIstudents.
Inlightoftheresearchfindings,ourstudysoundsanoteofcau- tion forhigher educationmanagersand teachers aboutthe need to revisit the agenda of EMI, which should serve as more than a marketing strategyto attractpotential students, butafull edu- cationalexperiencethatsupports andsustainsstudents’academic learningandlinguisticdevelopment.Acknowledgingthecognitive andpedagogicalcomplexities(e.g.,promotingcontent-languagein- tegration)embeddedinEMIteaching(Yuanetal.,2022),thisstudy alertsEMIeducators andpolicymakersto thecomplex emotional needsofstudentsandunderscorestheimportanceofcreatingpos- itive emotional environments that can lead to improved learn- ing outcomes. Situated in a pre-service language teacher educa- tionprogram,thefindingsalsorevealthepotentialofavarietyof instructional strategies(e.g.,modeling anddialogic reflections) in preparingcompetentEMIteachers.
DespitethesurgeofresearchinterestinEMIoverthepasttwo decades, the complexities of emotions experienced by EMI stu- dents acrossdisciplinesremainapromising researchtopic. Below weoutlinethreequestions/directionsforfutureresearch:
1. How are EMI students emotionally supported in their situ- ated programs? Research is needed to identify the forms of emotionalsupport that can contribute to EMI students’ class- room participation andlearning inmultilingual andmulticul- tural classroom contexts. Such a line of inquiry not only can directlybenefitEMIstudentsbutmayalsoaddtoEMIteachers’
emotional sensitivity and competence, which can help them cope with emotional labour and maintain their psychological wellbeingintheir situatedworksettingimbuedwithpotential emotionalrulesandpowerdifferentials.
2. Whateffectsdoemotionshaveonstudents’academicoutcomes (e.g., in content comprehension and language development)?
Longitudinalresearchiswarrantedtodeterminetowhatextent andhow emotions influence student learningachievement in EMIclassrooms over time. Since ourstudy alludes to the de- cliningmotivationofstudentsintheirEMIprogram,wecallfor moreattention to the mediating role of emotions inlearning 2
S. Hillman, W. Li, Ö. ¸S ahan et al. Linguistics and Education 75 (2023) 101181
motivation,aswell asto developstrategies forpromoting and sustainingmotivationamongEMIstudents.
3. How are emotions experienced and managed in technology- mediatedEMIinstruction?Thisisparticularlyimportantinthe post-COVID era, where technology has become deeply inte- grated into the educational enterprise. Therefore,it would be necessary to investigate how emotions are experienced, ex- pressed,andmanagedintechnology-mediatedEMIinstruction, suchasonlineclasses.
5. SarahHopkynsandChristinaGkonou
Ourstudy(Hopkyns&Gkonou,thisissue)hasrevealedtwoim- portant takeaways,whichwe believehavestrongimplications for EMIinhighereducationaswellasstrongpotential toinformEMI teachingpractices. First,ininvestigatingthe natureandimpact of emotionstowardsEMIinsuchsettings,itisimportanttoacknowl- edge the involvement ofall stakeholders in an educational insti- tution: students, teachers, and other academic and support staff.
Working together,stronginstitutionalculturescanbebuilt,where asenseofbelongingandpsychologicalsafetycanstrengthenlearn- ing, teachingandassessment. Forthisreason, thesestakeholders’
full spectrum ofemotions should be researched and understood, and,byextension,valued.Second,althoughwerecognizethatuni- formity and institutional or governmental policies often enable more effective functioning of universities, our study has shown that approaches which are unbound from the specifics of indi- vidual educational institutions should be respectfully rejected. In thesamewaythatasreflectivepractitioners,wewouldmakecon- sciousandjudicioususeofdifferentiatedinstructioninourclasses, itisworthconsideringhowEMIcanbebestadjustedtomeetthe needsanddistinctcharacteristicsofdifferenthighereducationset- tingscontrarytowhataone-size-fits-allapproachwouldsuggest.
Overall, we feel that the concept of ‘belonging’ warrants fur- therresearchwithinEMIhighereducation.DoesEMIpromotethe use of English atthe expense of the useof students’ L1? If stu- dentsandpotentiallyteacherstoofeelthisway,whatimpactcould this haveonhow they approach teachingandlearningandwhat emotionalexperienceswoulditgenerate?Whatbalanceshouldbe achievedbetweenL1andL2usageandwhatistheroleoftranslin- gual practices in thisprocess?And ultimately,to what extentdo studentsandteachersfeelthatthey‘belong’intheinstitution?De- spitetheprecariousnatureof‘belonging’oftencausedbyEMIand subsequentL1use,severalstudentparticipantsinourstudyhigh- lightedtheimportanceofEnglishandEMIinjobhunting,achiev- ingcareerprogressionorbeingsociallyrecognized(seealso ¸Sahan
& Sahan, thisissue). Related to such comments is Sah’s (this is- sue)intriguingfindingthatwhenEMIisnotoffered,non-EMIstu- dents mightpotentially be faced with discrimination. Furtherre- searchcould,thus,concentrateonemotionsgeneratedamongEMI and non-EMI students and teachers and their impact on educa- tionalpoliciesandpractices.
Withrespecttoemotionallabor, ourstudyaddsanewdimen- sion toemotions generated amongteacherswhose students have plagiarized.Althoughinpreviousresearchplagiarismcausedteach- erstolaboremotionallyinanattempttoprocess feelingsoffrus- tration and disappointment(see Benesch, 2012,2017), our study showedthatsometeacherparticipantssympathizedwithsome of the students who hadplagiarized andtried to understandthem.
We concur with Benesch (2019) in that instead of working to- wards eradicatingany tracesof emotional labor, we could useit asaspringboardforbattlingagainstincompatibilitiesinthework- place andimprovingteaching andlearningconditionswithin EMI universities.Wefeelthat futureresearchintotheemotionallabor ofteachingshoulddojustthat.
6. PramodK.Sah
An EMI program is an ideological and political space where diverse students’ and instructors’ languages, cultures, and iden- tities function within some kind of power asymmetry. This im- plies that students andinstructorsinevitablyundergo various af- fective experiences,whetherin relationto theirneoliberal oren- trepreneurialdesire tojoin an EMIprogram(¸Sahan& Sahan,this issue)ortheirsociolinguisticlivedexperienceswhileattendingthe program (Hopkyns & Gkonou, this issue; Sah, this issue). There- fore,based on conversationswith some key EMIscholars, Ihave elsewhere (see Sah,2022) presented the focuson “academicand emotionalchallenges” forteachersandstudentsasoneofthecrit- icalEMIresearchagendas(p.133).
Given the complex and entangled nature of EMI in multilin- gualcontexts,itisimportanttoconsideremotionasasociocultural andideologicalphenomenon(Benesch,2012)inresearchexamining emotional dynamics. From the sociocultural and ideological per- spective,emotionsresearchshouldgobeyondpsychologicalorien- tationandconsidersemotionsvis-à-vispowerrelationsinbroader socialcontexts.WhileEMIresearchersshouldcontinuedocument- ingthe typologyofemotions (e.g.,negativeand/or positive;Yuan etal.,thisissue) thatstakeholdersexperienceinanEMIprogram, thereshouldbeagreaterfocusonunderstandinghowemotionsoc- curin reciprocitywithsocialrealitiesthat alsoincludeshegemonic language policies and their practices at the micro-level (i.e., the institutional level). As Hopkyns andGkonou (this issue) demon- strateintheir study,emotionalexperiences areevoked bythein- tersectionofidentities(e.g.,Englishproficiencyandlinguisticback- ground) andlanguage ideologies; emotions are thereby entangle- ments. In an EMI secondary school context in Nepal, I have ex- amined how teachers’ emotions are entangled with their ethno- linguisticidentities,agencyforthemselvesandtheirstudents,and languageideologiesthatguidetheirpedagogicandcommunicative practices(Sah,forthcoming).
Hence,emotions donot occurina vacuum.IfEMIresearchers approach emotions research through an ideological and political lens,itcouldhelpresearchersnotonlytodocumentthewaysdif- ferentstakeholdersexperiencevariousemotionstriggeredbyother social phenomena, but also to untangle the layered inequalities stemmingfrom“unequalemotions” (Sah,thisissue).Unequalemo- tionsare understoodas“aconditionofdistinctionbetweenthose whoselinguisticandeducationalresourcesarerecognizedasvalid andthosewhoseresourcesare alienatedtotriggernegativeemo- tions” (Sah,this issue).Mystudy shows that thedominant institu- tional practice ofrecognizing elite English-Nepali bilingualism as a norm, positions students differently in an EMI program, lead- ing some students to experience more troubling emotions than theirprivilegedcounterparts(Sah,thisissue).Similarsituationsof unequal emotions mightexist,inwhich, forexample,multilingual English-speaking instructors are led to more emotional struggles thanso-callednativespeakersofEnglish, embeddedinthe ideol- ogyof“native-speakerism” (Holliday,2006).
Among other research agendas of EMI and emotions moving forward, I hope EMI researchers will examine the cases of un- equalemotions of various stakeholders (e.g.,students, instructors, andadministrators) intheir unique contexts by consideringemo- tionsasentanglements.Regardingmethodology, thereseemstobe adominationofdocumentingemotionsthroughself-reportednar- rativesascanbe seen inthearticles publishedinthisspecialis- sue. While self-reported narratives can be one of the best ways todocumentemotions,EMIresearcherscanconsiderdocumenting emotions through observational data; for example, by observing students’andinstructors’verbalandnonverbaldisplaysofvarious emotionsinclassroominstructionandsocialization.
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S. Hillman, W. Li, Ö. ¸S ahan et al. Linguistics and Education 75 (2023) 101181 7. Conclusion
The riseofEMIprograms inuniversitiesaroundtheworld has been partly driven by the belief that English language skills can open doors to global opportunities. However, the various emo- tionaleffectsofEMIonstakeholdershavebeenlargelyignored.As
¸SahanandSahanintheirresponsepointout,researchonEMIhas mostly focused on learningoutcomes and neglected the broader student experience and their well-being. They recommend that teacher training programs be attuned to the emotionalcomplex- ities experienced by EMI teachers and students, and policy and practiceberesponsivetothelocalcontextandneeds.Inthesame vein, HopkynsandGkonourecommend thatapproachestoapply- ing EMI research consider the specificsof individual educational institutionsandcautionagainstaone-size-fits-allapproachtoEMI.
Zhang andYuanhighlightthe potential ofinstructionalstrategies to preparecompetentEMIteachers andcreatepositiveemotional environments forimprovedlearningoutcomes.Likewise, Liyanage suggeststhatinstitutionsneedtotakesocialresponsibilityforthe well-being of students and teachers, provide adequate structural supporttostudentsandteachers,andofferalternativepathwaysto equipstudents withEnglish proficiency.Thus,a cleartheme from theirresponsesisthatEMIpolicyandpracticeneedstoberespon- sive to the localcontext andlocalneeds and establishstructures thatbettersupportstakeholders.
In terms of a future research agenda for examining emotions within EMI higher education contexts, ¸Sahan and Sahan call for further investigation todetermine howeducators andpolicymak- ers can effectively address the emotional obstacles associated withEMI. Research isneededto implementmore comprehensive policiesandtrainingprogramsthatacknowledgetheintricateemo- tional dynamics experienced by EMI stakeholders. Liyanage’s re- sponsecallsformoreresearchontheemotionalexperiencesofin- ternationalstudentsinEnglish-dominantsettingsandthemanage- mentoftheemotionaldimensioninteachinglinguisticallydiverse studentcohorts.Liyanageemphasizestheneedforproactivestrate- giestomanage emotionsandrecognizesthesharedresponsibility ofemotionalmanagement.ZhangandYuancallforfutureresearch toidentifyformsofemotionalsupportforEMIstudents,determine the effects of emotions on academic outcomes, and investigate emotions in technology-mediated EMI instruction. Hopkyns and Gkonou suggest that further research is needed on the concept of ‘belonging’ inEMI highereducation,particularly regardingthe promotionofEnglishusageattheexpenseofstudents’L1andthe role of translingual practices in achieving a balance between L1 andL2usage.Theyseeemotionallaborasanotherimportantarea of research that should continue to be explored, andit could be
usedasa catalystforimprovingteachingandlearningconditions within EMIuniversities.Lastly, Sahsuggests that EMIresearchers should focusonunderstanding howemotions are entangledwith power relations and social realities such as hegemonic language policies, andemotions generatedamong EMI andnon-EMI back- ground students. Sah recommends that EMI researchers should strivetountangleinequalitiesstemmingfrom“unequalemotions”
andalso that researchers should considerdocumenting emotions throughobservationaldataaswellasself-reportednarratives.
Ultimately, we hope readers areinspired to delve deeper into examiningtheemotionallandscapeofEMIinhighereducationin ordertohelpeducatorsandpolicymakerscreatemoreemotionally supportive,inclusive,andequitableEMIenvironments.
DeclarationofCompetingInterest
Allauthorsdeclarethattheyhavenoconflictsofinterest.
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