Institutions across the world are using English to teach academic subjects in a desire to internationalise. The symposium will present a global view of EMI with experts from different countries sharing their perspectives.
This will mark our 5th biennial symposium, having been held previously in 2015, 2017, 2019 and 2021. This event will be co-hosted by the EMI Research Group at the University of Oxford and The University of Hong Kong.
The morning schedule will include simultaneous co-run EMI symposium held at The University of Hong Kong, with plenary speakers in both locations and a joint panel discussion.
The afternoon will host a small selection of parallel talks on EMI research. While this is primarily an in-person conference, people will be able to register to watch the plenary talks online via Teams for free.
Kristina Hultgren is Professor of Sociolinguistics and Applied Linguistics at The Open University, UK. She works on the internationalization and Englishization of universities in non-English-dominant countries, linking linguistics to the political economy. Kristina’s work forges interdisciplinary collaborations in the intersection of linguistics and political science to uncover fundamental principles driving Englishization and its consequences for linguistic and social justice. She is Principal Investigator of ELEMENTAL, a large, collaborative, interdisciplinary, UKRI-funded project that seeks to trace the causal mechanism between past decades’ higher education governance reforms and English as a language of teaching in European higher education.
Guangwei Hu is Professor and Associate Dean of the Faculty of Humanities at The Polytechnic University of Hong Kong. He is an applied linguist by training and specializes in language and literacy education. His research consists of three related strands: (1) second language literacy education in English-as-a-foreign-language contexts; (2) biliteracy acquisition in bilingual and ESL contexts; and (3) academic literacy. His research on academic literacy aims to capture the diversity and complexity of academic literacy practices and offers pedagogical insights and strategies for enhancing the disciplinary literacy of students at various levels of education.