Abstract
Abstract
Conceptualizing EMI-cum-acceleration policy in a transnational HE market as the regulation and
institutionalization of language practices through a chronometrical approach to time for the sake of global economic competition
and social mobility, this qualitative case study explores the experiences and enactments of such a policy by six engineering
students at Manar University (a pseudonym) in Saudi Arabia. The data were gathered from analysis of policy documents, individual
interviews, and a group interview. The findings reveal that the ways in which each student negotiates, resists, and desires such a
policy suggest that an individual has some temporal resources and autonomy to make sense of “the acceleration experience” within
the broader “structural forces of acceleration” (Vostal, 2016, p. 117) created at the
university. It was also found that students are positioned in a double-bind-between the capitalist logic of accumulation and
competition (speed), and the democratic value of equity in the EMI program.
© John Benjamins Publishing Company
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2024-03-29
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