Same Class Different Worlds: A Narrative Inquiry of Two Students in an English Medium Instruction Classroom

Abstract This narrative inquiry explores the experiences of two students in an English Medium Instruction (EMI) course at a Macau University. Through the lens of self‐discrepancy theory and possible selves theory and drawing on data from field observation, interviews, and informal chats, the findings unearthed significantly different experiences of the students who constructed different possible selves with powerful impacts on their course participation and learning. The findings point to an increasing gap between EMI students, which starts from English language proficiency and then permeates other areas in individuals' learning and development. Such differences, as reflected in their linguistic practices, self‐interpretations, and future orientations, function as a source of educational inequity, which seems to increasingly self‐perpetuate the divide in EMI classrooms. The divergent experiences call for urgent attention from EMI researchers and practitioners about the issue of educational equity and inclusiveness in higher education. In particular, language proficiency should be viewed as a dynamic, composite, and sociopolitical concept constantly in negotiation with students' motivation, investment, and vision in EMI contexts.