Abstract
This article reports on students’ affective dimension in English-medium instruction (EMI) university programs in Nepal. To unpack the affective dimension of EMI students, I conducted interviews and focus group discussions with students from different disciplines (e.g., business, nursing, pharmacy, and education). The data analysis revealed that the social and cognitive process of selecting an EMI program is embedded in “neoliberal imagination,” in which they perceive EMI as a way to upward socioeconomic and symbolic mobility. Such neoliberal desire has implicitly appropriated EMI as a neoliberal endowment and created a discourse of unequal emotions. While EMI has engendered positive emotions (e.g., hope and pride) for some students, other students from non-EMI schooling backgrounds experience negative emotions (e.g., shame and anxiety). The paper, therefore, argues that the neoliberal desire for EMI can create a discourse of mixed emotions, also leading to emotional challenges and discrimination against some students.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.