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Teaching in Higher Education
Critical Perspectives
Volume 27, 2022 - Issue 4: Critical perspectives on teaching in the multilingual university
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Articles

Epistemic outcomes of English medium instruction in a South Korean higher education institution

Dylan G. Williamsa Faculty of Liberal Education, Seoul National University, Gwanak-gu, the Republic of KoreaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8995-1579
ORCID Icon &
Juup Stelmab Manchester Institute of Education, The University of Manchester, Manchester, UKORCID Iconhttps://orcid.org/0000-0002-3103-1139
ORCID Icon
Pages 453-469 | Received 21 Oct 2021, Accepted 27 Feb 2022, Published online: 17 Mar 2022

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Read on this site (3)

Yongyan Zheng & Yixi Qiu. (2023) Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging. Language and Education 0:0, pages 1-21.
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Disi (Adis) Ai, Juup Stelma & Alex Baratta. (2022) The multilingual lived experience of Mongol-Chinese in China. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Ibrar Bhatt, Khawla Badwan & Mbulungeni Madiba. (2022) Critical perspectives on teaching in the multilingual university. Teaching in Higher Education 27:4, pages 425-436.
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Articles from other publishers (2)

Sarah Hopkyns & Christina Gkonou. (2023) Sites of belonging: Fluctuating and entangled emotions at a UAE English-medium university. Linguistics and Education 75, pages 101148.
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Yixi Qiu & Yongyan Zheng. (2023) Transnational Students’ Epistemic Participation in English-Medium Instruction Programs. Sustainability 15:8, pages 6478.
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