Pramod K. Sah is a Postdoctoral Research Associate at the University of Calgary’s Werklund School of Education, Canada, and an Honorary Norham Fellow at the Department of Education, University of Oxford. He obtained his PhD from the University of British Columbia, Canada, where he was also a Killam Laureate. His research areas include language planning and policy, English as a medium instruction, translanguaging, TESOL and social justice, and language ideology. His research has appeared in journals such as Linguistics and Education, Applied Linguistics Review, Ethnicities, Journal of Multilingual and Multicultural Development, International Journal of Bilingual Education and Bilingualism, International Multilingual Research Journal, Asia Pacific Journal of Education, Asian Englishes, among others, and various edited volumes. [ORCiD ID: 0000-0002-6200-8898]Fan Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, UK. He is currently a Professor at the College of Liberal Arts, Shantou University, China. His research interests include Global Englishes, sociolinguistics, language attitude, identity, intercultural communication, and language teaching and learning. He has published articles in journals including Asia Pacific Journal of Education, Asian Englishes, ELT Journal, English Today, Journal of Multilingual and Multicultural Development, Language, Culture and Curriculum, Language Teaching Research, Lingua, RELC Journal, System, among others. His latest books include a monograph titled Re-positioning accent attitude in the Global Englishes paradigm (Routledge) and an edited volume (co-edited with Dr Handoyo Widodo) titled Critical Perspectives on Global Englishes in Asia (Multilingual Matters). [ORCiD ID: 0000-0002-4210-9042]

"Expertly edited by two key figures in the field, this fascinating volume offers wide-ranging insights into the ever-expanding use of English-medium education in Asia. Intent on highlighting the darker side of EMI, the volume raises critical questions and is a must-read for anyone wishing to understand how education in English reflects – and sometimes exacerbates – existing inequalities among languages and speakers." - Anna Kristina Hultgren, Professor of Sociolinguistics and Applied Linguistics and UKRI Future Leaders Fellow, The Open University, United Kingdom"Pramod K. Sah and Fan Fang have put together the latest policy debate, research agenda and practical cases on the growing phenomenon of English-medium instruction in multilingual Asian Universities. This edited book provides a comprehensive, in-depth understanding of the expansion of EMI in over 13 Asian contexts, with critical reflections on various topics, serving as an essential reference to students, teachers, researchers, and practitioners." - Jack Pun, Assistant Professor, Department of English, City University of Hong Kong, Hong Kong SAR, China

• ForewordList of Contributors Introduction: Toward critical English-medium instruction in multilingual universities Pramod K. Sah and Fan Fang Part 1: Policy goals, hidden agenda, and challenges in EMI programs EMI in higher education in Kazakhstan: Policy supports and challengesSulushash Kerimkulova, Bridget Goodman and Kamila Aitzhanova English medium instruction in Japan: Changes and challenges faced by faculty and studentsSamantha Curle, Yuwei Lin and Ikuya Aizawa Policy development for English medium instruction at a Nepali University: Unpacking hidden motivations and agendasKarna Rana and Pramod K. Sah English medium instruction (EMI) in higher education in Taiwan: A review and critical reflection on why, how, and for whomKao Chin-Ling Gupta and Angel M. Y. LinPart 2: Language ideologies and practices in EMI programs University lecturers’ beliefs and practices about the use of first languages and English in EMI: Case studies from Malaysia and ThailandRoger Barnard, Zuwati Hasim and Banchakarn Sameephet The role of English and the L1 in English medium instruction at universities in Vietnam and ThailandKari Sahan, Nicola Galloway and Jim McKinley Language use and language choice at an EMI university in Brunei: Student perspectivesIshamina Athirah Gardiner, Sarah Boye and Suciyati Sulaiman Understanding EMI teachers’ language beliefs and use in content-area classrooms at Chinese universitiesRui Yuan and Xuyan Qiu Examining the "M" in EMI Courses at Korean universities: Is it English-medium or English-mixed?Juyoung SongPart 3: Discourses of educational and social inequalities in EMI programs Language, class, and coloniality in medium of instruction projects in the PhilippinesRuanni Tupas and Romylyn Metila English as a medium of instruction and inequality: Exploring private sector higher education in BangladeshMd. Al Amin and M. Obaidul Hamid English medium instruction and linguistic diversity in Emirati higher education: Expectations and hardshipsSarah HopkynsAfterwordAndy Kirkpatrick Index

Pramod K. Sah is a Postdoctoral Research Associate at the University of Calgary’s Werklund School of Education, Canada, and an Honorary Norham Fellow at the Department of Education, University of Oxford. He obtained his PhD from the University of British Columbia, Canada, where he was also a Killam Laureate. His research areas include language planning and policy, English as a medium instruction, translanguaging, TESOL and social justice, and language ideology. His research has appeared in journals such as Linguistics and Education, Applied Linguistics Review, Ethnicities, Journal of Multilingual and Multicultural Development, International Journal of Bilingual Education and Bilingualism, International Multilingual Research Journal, Asia Pacific Journal of Education, Asian Englishes, among others, and various edited volumes. [ORCiD ID: 0000-0002-6200-8898]Fan Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, UK. He is currently a Professor at the College of Liberal Arts, Shantou University, China. His research interests include Global Englishes, sociolinguistics, language attitude, identity, intercultural communication, and language teaching and learning. He has published articles in journals including Asia Pacific Journal of Education, Asian Englishes, ELT Journal, English Today, Journal of Multilingual and Multicultural Development, Language, Culture and Curriculum, Language Teaching Research, Lingua, RELC Journal, System, among others. His latest books include a monograph titled Re-positioning accent attitude in the Global Englishes paradigm (Routledge) and an edited volume (co-edited with Dr Handoyo Widodo) titled Critical Perspectives on Global Englishes in Asia (Multilingual Matters). [ORCiD ID: 0000-0002-4210-9042]

"Expertly edited by two key figures in the field, this fascinating volume offers wide-ranging insights into the ever-expanding use of English-medium education in Asia. Intent on highlighting the darker side of EMI, the volume raises critical questions and is a must-read for anyone wishing to understand how education in English reflects – and sometimes exacerbates – existing inequalities among languages and speakers." - Anna Kristina Hultgren, Professor of Sociolinguistics and Applied Linguistics and UKRI Future Leaders Fellow, The Open University, United Kingdom"Pramod K. Sah and Fan Fang have put together the latest policy debate, research agenda and practical cases on the growing phenomenon of English-medium instruction in multilingual Asian Universities. This edited book provides a comprehensive, in-depth understanding of the expansion of EMI in over 13 Asian contexts, with critical reflections on various topics, serving as an essential reference to students, teachers, researchers, and practitioners." - Jack Pun, Assistant Professor, Department of English, City University of Hong Kong, Hong Kong SAR, China

• ForewordList of Contributors Introduction: Toward critical English-medium instruction in multilingual universities Pramod K. Sah and Fan Fang Part 1: Policy goals, hidden agenda, and challenges in EMI programs EMI in higher education in Kazakhstan: Policy supports and challengesSulushash Kerimkulova, Bridget Goodman and Kamila Aitzhanova English medium instruction in Japan: Changes and challenges faced by faculty and studentsSamantha Curle, Yuwei Lin and Ikuya Aizawa Policy development for English medium instruction at a Nepali University: Unpacking hidden motivations and agendasKarna Rana and Pramod K. Sah English medium instruction (EMI) in higher education in Taiwan: A review and critical reflection on why, how, and for whomKao Chin-Ling Gupta and Angel M. Y. LinPart 2: Language ideologies and practices in EMI programs University lecturers’ beliefs and practices about the use of first languages and English in EMI: Case studies from Malaysia and ThailandRoger Barnard, Zuwati Hasim and Banchakarn Sameephet The role of English and the L1 in English medium instruction at universities in Vietnam and ThailandKari Sahan, Nicola Galloway and Jim McKinley Language use and language choice at an EMI university in Brunei: Student perspectivesIshamina Athirah Gardiner, Sarah Boye and Suciyati Sulaiman Understanding EMI teachers’ language beliefs and use in content-area classrooms at Chinese universitiesRui Yuan and Xuyan Qiu Examining the "M" in EMI Courses at Korean universities: Is it English-medium or English-mixed?Juyoung SongPart 3: Discourses of educational and social inequalities in EMI programs Language, class, and coloniality in medium of instruction projects in the PhilippinesRuanni Tupas and Romylyn Metila English as a medium of instruction and inequality: Exploring private sector higher education in BangladeshMd. Al Amin and M. Obaidul Hamid English medium instruction and linguistic diversity in Emirati higher education: Expectations and hardshipsSarah HopkynsAfterwordAndy Kirkpatrick Index

Pramod K. Sah is a Postdoctoral Research Associate at the University of Calgary’s Werklund School of Education, Canada, and an Honorary Norham Fellow at the Department of Education, University of Oxford. He obtained his PhD from the University of British Columbia, Canada, where he was also a Killam Laureate. His research areas include language planning and policy, English as a medium instruction, translanguaging, TESOL and social justice, and language ideology. His research has appeared in journals such as Linguistics and Education, Applied Linguistics Review, Ethnicities, Journal of Multilingual and Multicultural Development, International Journal of Bilingual Education and Bilingualism, International Multilingual Research Journal, Asia Pacific Journal of Education, Asian Englishes, among others, and various edited volumes. [ORCiD ID: 0000-0002-6200-8898]Fan Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, UK. He is currently a Professor at the College of Liberal Arts, Shantou University, China. His research interests include Global Englishes, sociolinguistics, language attitude, identity, intercultural communication, and language teaching and learning. He has published articles in journals including Asia Pacific Journal of Education, Asian Englishes, ELT Journal, English Today, Journal of Multilingual and Multicultural Development, Language, Culture and Curriculum, Language Teaching Research, Lingua, RELC Journal, System, among others. His latest books include a monograph titled Re-positioning accent attitude in the Global Englishes paradigm (Routledge) and an edited volume (co-edited with Dr Handoyo Widodo) titled Critical Perspectives on Global Englishes in Asia (Multilingual Matters). [ORCiD ID: 0000-0002-4210-9042]

"Expertly edited by two key figures in the field, this fascinating volume offers wide-ranging insights into the ever-expanding use of English-medium education in Asia. Intent on highlighting the darker side of EMI, the volume raises critical questions and is a must-read for anyone wishing to understand how education in English reflects – and sometimes exacerbates – existing inequalities among languages and speakers." - Anna Kristina Hultgren, Professor of Sociolinguistics and Applied Linguistics and UKRI Future Leaders Fellow, The Open University, United Kingdom"Pramod K. Sah and Fan Fang have put together the latest policy debate, research agenda and practical cases on the growing phenomenon of English-medium instruction in multilingual Asian Universities. This edited book provides a comprehensive, in-depth understanding of the expansion of EMI in over 13 Asian contexts, with critical reflections on various topics, serving as an essential reference to students, teachers, researchers, and practitioners." - Jack Pun, Assistant Professor, Department of English, City University of Hong Kong, Hong Kong SAR, China

• ForewordList of Contributors Introduction: Toward critical English-medium instruction in multilingual universities Pramod K. Sah and Fan Fang Part 1: Policy goals, hidden agenda, and challenges in EMI programs EMI in higher education in Kazakhstan: Policy supports and challengesSulushash Kerimkulova, Bridget Goodman and Kamila Aitzhanova English medium instruction in Japan: Changes and challenges faced by faculty and studentsSamantha Curle, Yuwei Lin and Ikuya Aizawa Policy development for English medium instruction at a Nepali University: Unpacking hidden motivations and agendasKarna Rana and Pramod K. Sah English medium instruction (EMI) in higher education in Taiwan: A review and critical reflection on why, how, and for whomKao Chin-Ling Gupta and Angel M. Y. LinPart 2: Language ideologies and practices in EMI programs University lecturers’ beliefs and practices about the use of first languages and English in EMI: Case studies from Malaysia and ThailandRoger Barnard, Zuwati Hasim and Banchakarn Sameephet The role of English and the L1 in English medium instruction at universities in Vietnam and ThailandKari Sahan, Nicola Galloway and Jim McKinley Language use and language choice at an EMI university in Brunei: Student perspectivesIshamina Athirah Gardiner, Sarah Boye and Suciyati Sulaiman Understanding EMI teachers’ language beliefs and use in content-area classrooms at Chinese universitiesRui Yuan and Xuyan Qiu Examining the "M" in EMI Courses at Korean universities: Is it English-medium or English-mixed?Juyoung SongPart 3: Discourses of educational and social inequalities in EMI programs Language, class, and coloniality in medium of instruction projects in the PhilippinesRuanni Tupas and Romylyn Metila English as a medium of instruction and inequality: Exploring private sector higher education in BangladeshMd. Al Amin and M. Obaidul Hamid English medium instruction and linguistic diversity in Emirati higher education: Expectations and hardshipsSarah HopkynsAfterwordAndy Kirkpatrick Index