Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities

This article reports on a study of policymaking at transnational and local universities in China concerning English Medium Instruction (EMI) provision, the impact this has stakeholder experiences. It explores two universities, which are compared contrasted with data collected six other Chinese that offer EMI programmes. Data were via individual group interviews 26 key policy stakeholders during fieldwork eight centred language-related diffusion surrounding admissions, language support, use. Findings revealed reliance foundation year studies versus Gaokao (national college entrance examination) to ensure students had requisite proficiency upon admissions. also more likely support their have policies governing Overall, findings reveal range affordances caveats associated each institution’s contextualized making, causing ease conflict for stakeholders.