Evaluating EMI Policy in Chinese Higher Education: Language Ideology, Management, and Practice

Xinchen Man

doi:10.6918/IJOSSER.202611_9(11).0018

Authors

Xinchen Man Department of General Education, Chongqing Finance and Economics College, Chongqing 400000, China

DOI:

https://doi.org/10.6918/IJOSSER.202611_9(11).0018

Keywords:

English-medium instruction; language ideology, management and practice; Language policy.

Abstract

English-medium instruction (EMI) has become an important part of the internationalisation of Chinese higher education. This paper evaluates EMI policy using Spolsky’s (2004) framework of language ideology, language management, and language practice. It examines the development of English language policy in China and the challenges of EMI implementation, including students’ language proficiency, teachers’ ability to teach disciplinary content in English, and the gap between policy objectives and classroom practices. The analysis suggests that EMI has increased recognition of English as a lingua franca and encouraged universities to expand English-taught courses. However, uneven language proficiency, teacher workload, and students’ continued reliance on Chinese remain significant barriers. The paper argues that effective EMI requires appropriate teacher development, consideration of students’ language needs, and flexible teaching arrangements.

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