Mohammad Mosiur Rahman

ABSTRACT English-medium instruction (EMI) is increasingly adopted in higher education worldwide, often accompanied by English-only policies that pose unique challenges for teachers, especially in multilingual contexts. However, little is known about how EMI teachers exercise agency in navigating these policies in non-Anglophone settings.

Advanced search Pedagogy, Culture & Society Latest Articles Submit an article Journal homepage Full Article Figures & data References Citations Metrics Reprints & Permissions Read this article /doi/full/10.1080/14681366.2025.2563834?needAccess=true ABSTRACT The dominant medium of instruction (MOI) in higher education in the twenty-first century is English, a phenomenon largely attributable to the forces of neoliberalism.

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