Linguistic Hegemony in Global Recognition: English-Mediated Internationalisation at Indonesian Higher Education Institutions

Autor/inn/en	Muslim, Ahmad B.; Suherdi, Didi; Imperiani, Ernie D. A.
Titel	Linguistic Hegemony in Global Recognition: English-Mediated Internationalisation at Indonesian Higher Education Institutions
Quelle	In: Policy Futures in Education, 20 (2022) 7, S.796-811 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muslim, Ahmad B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14782103211037285
Schlagwörter	International Education; Language of Instruction; Educational Quality; English (Second Language); Second Language Learning; Equal Education; Human Resources; Foreign Countries; Reputation; Universities; Higher Education; Institutional Characteristics; Government Publications; College Faculty; College Students; Teacher Attitudes; Student Attitudes; Foreign Students; Student Recruitment; Partnerships in Education; Language Maintenance; Indonesian; Native Language + Suchen Sie Ihr Suchwort? Internationale Erziehung; Teaching language; Unterrichtssprache; Quality of education; Bildungsqualität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Humankapital; Ausland; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Collegestudent; Lehrerverhalten; Schülerverhalten; Hochschulpartnerschaft; Sprachpflege
Abstract	To increase global recognition and quality education, universities in Indonesia establish English-mediated International University Programs (IUPs). Within different capacities and resources, however, internationalisation sometimes preserves inequalities among Indonesian higher education institutions (IHEIs). This study investigates how the practice of English-mediated internationalisation may not only support global recognition and quality education but also perpetuate linguistic hegemony. Framed by Canagarajah's (1999b) Linguistic Imperialism (LI) and Pennycook's (2017) critical perspective of English as an international language, government document analysis and semi-structured interviews with lecturers and students reveal different international programs, ranging from deliberation to initial emergence. Most IUPs are deliberately designed to cater for international students by providing high-standard infrastructure, international curriculum and quality human resources in order to increase international admissions and partnerships which are essential for international recognition. Despite these attempts, several have not been successful in attracting international enrolments and recognition. In contrast, other programs are not deliberate but are initially emerging to become international and attract overseas students. The study also discusses some emerging linguistic hegemony between English and maintenance of national language in the internationalisation of the Indonesian tertiary sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01