International education is Australia’s largest services export, and third largest export altogether, generating between $22 billion and $40 billion per year over the last few years. Higher education represents half of this ‘market’ with over 25 % of students being from overseas. Despite the important role that international students play in the fabric of Australian society and specifically in higher education, the findings from our linguistic ethnographic study of international students at an Australian university showed that the English language learning needs of these students were frequently unmet. Using James Scott’s theory of official and hidden transcripts, we reveal that students reported feeling that their “English is not good enough” and assumed personal ‘(ir)responsibility’ for this outcome. In this broad English Medium Instruction (EMI) context, where English is not the first language, but it is used as the language of instruction and as the lingua franca amongst international students, English-dominant perspectives acted to marginalise international students, impacting their academic performance and confidence for social networking. In this paper, we describe the shifts in higher educational policy in Australia over the last few decades to provide context to the current neoliberal educational climate for international students. We draw on principles of social justice to examine the present-day system and argue that Australian universities need to shift from an EMI by default model to a genuine EMI offering.

中文翻译：

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英语教学还是剥削性收入模式？国际学生在澳大利亚大学默认 EMI 的经历


国际教育是澳大利亚最大的服务出口，也是第三大出口，过去几年每年创收 220 亿至 400 亿澳元。高等教育占据了这个“市场”的一半，其中超过 25% 的学生来自海外。尽管国际学生在澳大利亚社会结构中，特别是在高等教育中发挥着重要作用，但我们对澳大利亚大学国际学生的语言民族志研究的结果表明，这些学生的英语学习需求经常得不到满足。利用詹姆斯·斯科特关于官方和隐藏成绩单的理论，我们揭示了学生们报告感觉他们的“英语不够好”，并为这一结果承担了个人“责任”。在广泛的英语教学（EMI）背景下，英语不是第一语言，但它被用作教学语言和国际学生的通用语言，以英语为主导的观点使国际学生边缘化，影响了他们的学业社交网络的表现和信心。在本文中，我们描述了过去几十年澳大利亚高等教育政策的转变，为当前国际学生的新自由主义教育氛围提供背景。我们利用社会正义原则来审视当今的制度，并认为澳大利亚大学需要从 EMI 转变默认情况下真正的 EMI 产品模型。