Over the past two decades, English has become a key medium of instruction in higher education in non-native English contexts, especially Asian countries. Extant research highlights the rapid expansion of English-medium instruction (EMI) and challenges in policy implementation, revealing tensions between different language policy levels (i.e., macro, meso and micro). Thus, a multilevel analysis is needed to understand these tensions. This review examines factors influencing EMI adoption in China, Japan, Malaysia, and Nepal, focusing on policy implementation by educators and students. Findings show that EMI adoption is driven by English's role as a global lingua franca and the permeation of neoliberal ideologies at the macro policymaking level. Such a macro-level endorsement of monolingual EMI has resulted in micro-level inequalities for students, with resistance manifested through multilingual practices, such as translanguaging, in the classroom. The discrepancies between language policies and practices highlight the necessity of reassessing the adequacy of monolingual EMI policies and the importance of adopting a multilingual policy framework. The article concludes with a critical discussion of the trends observed in these contexts and recommends several policy directions for the future.

In the autumn of 1934, Bishop Johannes Geisler of Brixen/Bressanone denied two Italian-speaking priests, Carlo Torello and Giuseppe Ricci, permission to teach within his predominantly German-speaking diocese. In response, Benito Mussolini threatened to expel all Church representatives from the state education system and, by extension, to unravel the recently signed Lateran Accords. Untangling the motivations behind Geisler’s decision, the escalating tensions it precipitated, and, ultimately, the discussions that led to its quiet resolution reveal much about Fascist and Church ambitions in the newly annexed territory of Trentino-South Tyrol. This ‘Torello-Ricci Affair’ provides a micro-historical lens with which to better understand the political and cultural infrastructures of power in interwar South Tyrol and their relationship to institutions in Rome. In particular, it illustrates the ongoing battle between civil and religious officials to assert moral authority within the region, most importantly as it regarded the education of its children.

This article examines the role of the multilingual education (MLE) teacher in the mother tongue-based MLE program for the Juangas, a tribe in Odisha, an eastern state of India, and is part of a broader study of the MLE program in the state. For the specific purpose of this article, I have adopted Welmond's (2002) three-step process: identifying culture-specific knowledge about the role of a teacher; examining the state's education objectives that influence teachers’ behaviour and experiences; and focusing on the behaviour and experience of teachers at the local level. These three steps constantly merged into one another during the examination of the subject under discussion. The paper recognises that the MLE teachers are not only first-generation teachers, but also first-generation practitioners of MLE, and therefore need to be resourceful and experimental in their classroom practices. However, given the national imperative to achieve universal elementary education by 2015, within the para-teacher framework adopted by the Government of India, the MLE teacher seems to be just a means to an end.