Linguistic justice in English-medium instruction contexts: a theoretical argument

This article looks at English-medium instruction (EMI) contexts in higher education from a linguistic justice perspective and offers a theoretical argument to discuss the potential for EMI to be defended as a positive and valuable phenomenon, beyond economic and competitive arguments. In the final keynote panel at the 2022 ICLHE conference, Philippe Van Parijs pondered how EMI teachers might be seen: either as killers, traitors, sellers, saviours, upgraders, or liberators. After providing characterisations for each of these labels, Van Parijs suggested that EMI teachers should be better conceived of as civilisers, not in a missionary sense of civilising the barbarian, but in the Aristotelian meaning of civic virtue, of citizens being part of public life, actively involved in discussion of public affairs. This seems to imply a specific view of English, one that almost naturally equates the language to democratic progress and consensus. In the article, I challenge this assumption and suggest that for English to be a democratising agent and EMI truly a gate-opener to higher education, emphasis needs to be placed on listening subject positions and regimes of uptake as key aspects of democratic deliberation and key elements to overcome prejudiced views of accents and voices. Aquest article analitza els contextos d'angl & egrave;s com a llengua vehicular (EMI en angl & egrave;s) a l'educaci & oacute; superior des d'una perspectiva de just & iacute;cia ling & uuml;& iacute;stica i ofereix un argument te & ograve;ric per debatre si es pot defensar l'EMI com a fenomen positiu i valu & oacute;s, m & eacute;s enll & agrave; d'arguments econ & ograve;mics i de competitivitat. En una taula rodona al final de la confer & egrave;ncia de l'ICLHE de 2022, Philippe Van Parijs va reflexionar sobre com es podrien conceptualitzar els professors d'EMI: ja sigui com a assassins, tra & iuml;dors, venedors, salvadors, milloradors o alliberadors. Despr & eacute;s de proporcionar caracteritzacions per a cadascuna d'aquestes etiquetes, Van Parijs va suggerir que els professors d'EMI haurien de ser concebuts com a civilitzadors, no en un sentit missioner de civilitzar el b & agrave;rbar, sin & oacute; en el sentit aristot & egrave;lic de la virtut c & iacute;vica, de ciutadans que formen part de vida p & uacute;blica, implicada activament en la discussi & oacute; dels afers p & uacute;blics. Aquesta concepci & oacute; implica una visi & oacute; espec & iacute;fica de l'angl & egrave;s, que gaireb & eacute; i de manera natural equipara la llengua amb el progr & eacute;s i el consens democr & agrave;tic. A l'article, q & uuml;estiono aquesta hip & ograve;tesi i suggereixo que perqu & egrave; l'angl & egrave;s sigui un agent democratitzador i perqu & egrave; l'EMI realment ajudi a obrir portes a l'educaci & oacute; superior, cal posar & egrave;mfasi en les posicions d'escolta i en els r & egrave;gims de comprensi & oacute; com a aspectes clau de la deliberaci & oacute; democr & agrave;tica i per superar visions estereotipades d'accents i veus.