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The article examines the implementation of English-medium instruction (EMI) in higher education across China, Japan, Malaysia, and Nepal, highlighting the tensions between neoliberal language policies and classroom practices. It reveals that while EMI is promoted as a means to enhance global competitiveness and student employability, it often leads to inequalities and challenges in practice, particularly for students with limited English proficiency. The authors advocate for a reassessment of monolingual EM

Author

vanebest9999

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EN