【Article by EMI Resource Center】

On Saturday, December 14th, 2024, the EMI Resource Center, the Foreign Language Center, and the Bilingual Education and Multicultural Promotion Office at NCCU co-hosted an international talk titled ‘Reimagining English in Higher Education: Challenging Linguistic Hegemony with Global Englishes’. The event was also supported by the Department of English. The keynote speaker was Dr. Nicola Galloway, Senior Lecturer and Program Director for the MSc/MEd TESOL at the University of Glasgow, UK. The event also featured two distinguished panelists: Professor Huei-Chun Teng, Chair of the Department of Applied Foreign Languages at National Taiwan University of Science and Technology, and Associate Professor Han-Yi Lin, Deputy Dean of the College of Humanities and Social Sciences at National Taipei University of Technology. The morning session was chaired by Professor Siaw-Fong Chung, Director of the EMI Resource Center, while the afternoon session was led by Associate Professor Cynthia Tsui, Director of Foreign Language Center. The event attracted enthusiastic participation from faculty and students across various departments at NCCU, with additional attendees from other institutions joining via an online platform to engage in discussions and share professional insights.

The event was divided into two sessions, with Dr. Galloway leading the first. She explored key themes in EMI, including the potential for reimagining EMI practices to promote greater inclusivity and equity. Dr. Galloway emphasized the importance of embracing linguistic diversity and encouraged institutions to adopt flexible language policies that support diverse linguistic backgrounds while maintaining English as the primary medium of instruction. She introduced the Global Englishes for EMI (G-EMI) framework as a way to make EMI more context-sensitive, focusing on preparing students for real-world multilingual interactions. Dr. Galloway also highlighted the value of multilingual approaches like translanguaging, which allows students’ first languages to complement English as a pedagogical tool. In addition, she encouraged institutions to prioritize pedagogical expertise over linguistic background in recruitment practices to foster a more inclusive academic environment. Dr. Galloway also stressed the importance of research collaboration, particularly through the English Language Internationalization Network (ELINET), to further improve EMI practices worldwide.

Dr. Galloway raised up the concept of decolonizing EMI, encouraging the audience to reflect on its implications. She noted that ‘decolonization’ has become an important focus in education, though it often requires deeper consideration. Dr. Galloway explained that true decolonization in the context of EMI involves not just language policies, but also promoting greater inclusivity and recognizing the value of diverse perspectives. She emphasized the need to challenge the assumption that English should be the sole medium of instruction, advocating for educational environments that embrace linguistic justice and cultural diversity. By doing so, Dr. Galloway argued, EMI can become more inclusive and equitable and provide a space where both local languages and global academic standards can co-exist and enrich the learning experience.

Her research across Thailand, Vietnam, and Japan revealed several challenges in EMI programs, such as a strong preference for English-only instruction despite comprehension difficulties. Dr. Galloway noted that students favored native English-speaking teachers, a trend that Dr. Galloway linked to English hegemony, where the dominance of English marginalizes local languages and knowledge systems in favor of native-speaker norms and Western-centric curricula. Financial barriers, such as the higher cost of EMI programs, further complicate access for students from disadvantaged backgrounds. To address these issues, Dr. Galloway emphasized the need for flexible language policies that accommodate diverse linguistic backgrounds while maintaining English as the primary medium of instruction. She also advocated for incorporating culturally relevant content into curricula to balance global academic standards with local relevance. Dr. Galloway urged institutions to prioritize teacher qualifications based on pedagogical expertise rather than linguistic background to help create a more inclusive academic environment.

In the second session, moderated by Associate Professor Cynthia Tsui, Director of the Foreign Language Center, NCCU, two local professors shared their perspectives on EMI strategies in Taiwan’s higher education. Professor Huei-chun Teng presented on ‘Communication Strategies in EMI Classrooms’, outlining the essential language proficiency and communication skills needed for effective EMI teaching. She emphasized the importance of adapting language, vocabulary, and speech rate to the audience’s needs, as well as using non-verbal cues to enhance engagement and understanding.

Associate Professor Han-yi Lin echoed Dr. Galloway’s concept of G-EMI and further explored its relevance to Taiwan’s higher education system. She highlighted the importance of English as a lingua franca, arguing that EMI should not only focus on language proficiency but also adapt to the local context. Associate Professor Lin advocated for a translingual approach, incorporating students’ first languages, such as Mandarin, into the curriculum to improve learning outcomes. She concluded by emphasizing the need for EMI practices to align with both local contexts and global standards to promote a more inclusive educational environment.

The event concluded with a panel discussion session, where the audience engaged in a lively discussion about the challenges and future directions of EMI in Taiwan. Dr. Galloway’s insights, along with the panelists’ contributions, provided valuable perspectives on the future of EMI, offering practical strategies for improving inclusivity, accessibility, and relevance in higher education.

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