Linguistic shaming and emotional labour: English medium of instruction (EMI) policy enactments in Kiribati higher education.

• Practices that attach shame to the use of English limit English medium instruction policy enactment. • Emotions are navigated by educators where language of instruction fails. • Negotiation of local demands is a must for language of instruction policy planning. • Language education policy oversight has to consider community rejection of policies. The government of Kiribati, in navigating the intersection of post-colonialism and decolonization, neoliberal ideology, and climate change, has adopted a policy of English-medium instruction (EMI) in education. This paper explores the emotional labour of two leaders/administrators in higher education attempting to enact the EMI policy. Thematic analysis of interview data found that their policy enactment work is constrained by values, attitudes and practices which attach shame to the use of English. Participants navigate experiences of shame and shaming practices, identity conflicts, frustrations, and lack of control/power due to failures to use EMI in institutions, whilst maintaining respectful relations with staff. It was concluded that EMI policies need to account for situations in which those directly tasked with oversight of policy enactment must deal with rejection of language policy as fracturing community identity and cohesion, and consider strategies that allow judicious negotiation by stakeholders of policy demands in local communities. [ABSTRACT FROM AUTHOR]