Navigating Neoliberal Demands: Linguistic Entrepreneurship Among EMI Students in a Non-Elite Chinese University

Abstract

English-medium instruction (EMI) has rapidly expanded in Chinese higher education, yet its implementation often lacks a solid research foundation and overlooks the politico-economic dimensions of education. This article reports on a case study of how EMI students from a second-tier Chinese university, an under-investigated population, navigated and internalized neoliberal values. Using the framework of linguistic entrepreneurship and data from semi-structured interviews, classroom observations, and institutional documents, the study revealed that students perceived EMI as a means to overcome their disadvantages and enhance their competitiveness in China’s stratified educational market. However, insufficient English proficiency led to unexpected learning challenges and often prompted them to adopt grade-oriented strategies that circumvented or undermined meaningful learning. These findings highlight the frequent tensions between neoliberal expectations and educational realities. The article concludes with policy and practical recommendations to mitigate the influence of neoliberal ideologies amid nationwide hyper-competition in China.