Transnational Students’ Epistemic Participation in English-Medium Instruction Programs

Past research on English-medium instruction (EMI) has primarily focused language-related challenges with scant attention paid to how language is entangled epistemic access and injustice. Informed by the perspective of “epistemic (in)justice”, this study a cohort students from diverse linguistic cultural backgrounds negotiate more epistemologically effective equal knowledge negotiation in an EMI international relations master’s program Chinese university. Data were drawn classroom observation, semi-structured interviews, students’ reflexive journals. Qualitative thematic analysis data revealed unequal power participation their resulting silence discussions. By illustrating cope drawing individual-cognitive social-cognitive resources, findings suggest potential strategies for transnational counter hegemony English learning contexts. Implications decoloniality education are discussed.