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Drawing on in-depth interviews with returnee scholars, this study explores how the implicit language policies driving the internationalisation of Chinese higher education produce distinct and often dissonant time regimes. While prevailing scholarship on language policy has rarely engaged with temporality, this paper argues that time is a crucial, underexamined dimension of how policies are experienced and negotiated.
Ayuda Buscar en la ayuda Buscar en la ayuda Justifying the position and implementation of English language education in Finland: ‘Circling around hot porridge’? Fred Dervin [1] ; Kaisa Hahl [1] [1] University of Helsinki, Helsinki, Finland Localización: Current issues in language planning, ISSN 1466-4208, Vol. 26, Nº. 3, 2025 (Ejemplar dedicado a: Special issue on English language policy distraction), págs.
1. Introduction Transitioning to and studying at university might be a very different experience around the globe. As such, the experiences of Chinese students on the 3000 university campuses in the country might appear very specific to the context of China. Undergraduate Chinese students (the focus of this paper) usually live on gated campuses, sharing a dormitory with students from different parts of the country.
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