English medium instruction, identity construction and negotiation of Teochew-speaking learners of English

The promotion of standard languages as mediums instruction well the worldwide spread and popularity English have generated various issues related to attitudes towards ideologies underpinning different languages, language practices, teaching learning in contexts. With English-as-a-Medium-of-Instruction (EMI) policy Chinese higher education, it is worthwhile investigate how multilingual speakers perceive EMI programmes its relationship their first (L1s). This study investigated university students from a minority group perceived effectiveness they constructed negotiated identity. findings interview focus data collected Teochew speakers, representative students, revealed that participants’ L1 was marginalised comparison dominant use Putonghua academic settings, although held mixed EMI. We argue an unquestioned embrace education does not benefit linguistic diversity (i.e. other settings) but would endanger L1s students. Accordingly, we call for policymakers particular society general take inclusive perspective.