Embracing Diversity,Inclusion,Equity and Access in EMI-TNHE: Towards a Social Justice-Centered Reframing of English Language Teaching

Abstract

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.

Keywords

English as a medium of instruction transnational higher education social justice English language teaching diversity inclusion equity and access

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