ABSTRACT
Seeing schools as a non-vacuum, non-neutral site, this single-school case study examines the appropriation of English as a Medium of Instruction (EMI) in Indonesia's International-Standard School. Using the zones of mediation framework, the school-wide appropriation of EMI policies is analyzed in terms of technical (e.g. structure and regulation), normative (e.g. values, norms), and political (e.g. identity, power relations) dimensions. The policy appropriation derives from an equity-minded analytical model for weighing the multiple interactional layers in policy practice. Generating data from interviews and documentation, findings reveal elements of technical, normative and political dimensions of the school-wide EMI practices and how they could lead the policy's course into a stability continuum.
