Reflections of (Dis)location: What Is "Intercultural Communication" in Transnational Higher Education English-Medium Instruction?

Autor/in	Reynolds, Dudley
Titel	Reflections of (Dis)location: What Is "Intercultural Communication" in Transnational Higher Education English-Medium Instruction?
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 2, S.253-269 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reynolds, Dudley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882211017554
Schlagwörter	Intercultural Communication; Language of Instruction; Second Language Learning; Second Language Instruction; English (Second Language); International Education; Ethnography; Foreign Countries; Multicampus Colleges; International Cooperation; Educational Cooperation; Language Attitudes; Marketing; Student Recruitment; Elective Courses; Undergraduate Students; Course Descriptions; Cultural Awareness; Qatar; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Internationale Erziehung; Ethnografie; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Sprachverhalten; Elective course; Wahlkurs; Kursstrukturplan; Cultural identity; Kulturelle Identität; Katar
Abstract	Debates around the impact of English-medium instruction (EMI) as part of transnational higher education (TNHE) typically focus on macro-level impacts on host country languages, cultures, and economies. Adopting the methodology of institutional ethnographies, this reflective study narrates how I came to find problematic such totalizing narratives of TNHE. The object of my reflections is an undergraduate English elective course, "Communicating in the Global Marketplace," first taught on the main campus in Pittsburgh, USA, of a TNHE institution, which I then participated in "(dis)locating" (Edwards and Usher, 1997) to a branch campus in Qatar. The study illustrates how emic perspectives on course design and delivery open up TNHE as a process of meaning-making. Analysis of course artefacts (course descriptions, reading lists, and assignments) from offerings on both campuses point to opportunities educators in the process of TNHE have to question language ideologies in EMI, consider "imagined communities" (Norton and Pavlenko, 2019) when marketing courses for prospective students, and frame both transnational "encounters" (Vora, 2014) and our understanding of what is "intercultural" in transnational EMI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01