Open AccessEmbracing Diversity, Inclusion, Equity and Access in EMI-TNHE: Towards a Social Justice-Centered Reframing of English Language Teaching
Author(s) -
Peter I. De Costa,
Curtis GreenEneix,
Wendy Li
Publication year - 2021
Publication title -
relc journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.777
H-Index - 33
eISSN - 1745-526X
pISSN - 0033-6882
DOI - 10.1177/00336882211018540
Subject(s) - cognitive reframing , inclusion (mineral) , equity (law) , social justice , emi , sociology , diversity (politics) , pedagogy , english language , public relations , political science , linguistics , mathematics education , psychology , gender studies , social science , social psychology , law , telecommunications , engineering , anthropology , philosophy , electromagnetic interference
This editorial piece is the introduction of our special issue on English as a medium of instruction (EMI) and transnational higher education (TNHE). In this piece, we argue for a centering of diversity, inclusion, equity and access in EMI-TNHE as part of a larger agenda to create a more socially just field of English language teaching.