Description
Book SynopsisThis book offers a critical exploration of definitions, methodologies and ideologies of English-medium instruction (EMI), contributing to new understandings of translanguaging as theory and pedagogy across diverse contexts. It brings together a number of conceptual and empirical studies on translanguaging in EMI at different educational levels, in a variety of countries, with different approaches to translanguaging, different named languages, and different policies. These studies include several underrepresented contexts across the globe, providing a broad view of how translanguaging in EMI is understood in these educational settings. Furthermore, this book addresses the complexities of translanguaging through a discussion of the affordances and constraints associated with the use of multiple linguistic resources in the EMI classroom.
Trade ReviewThis truly international volume is a must-read for all those interested in the interface between translanguaging and English-medium instruction. Despite the pervasive presence of recalcitrant monolingual ideologies, the contributors clearly attest that the exclusive use of English is unnatural, unrealistic and, on too many occasions, harmful, while translanguaging, if cogently theorized and implemented (not at any cost), is legitimized as a natural, reasonable and beneficial practice. * David Lasagabaster, University of the Basque Country UPV/EHU, Spain *
As English-medium instruction (EMI) continues to proliferate across the world, this volume offers a timely critique of its ideology and policy. The empirical studies of translanguaging in diverse EMI contexts show the complexities and challenges of a multilingual approach to teaching and learning. Lessons can be learned from the studies in this fascinating volume, with far-reaching implications for policy, practice and theory-building. * Li Wei, UCL Centre for Applied Linguistics, UK *
Disrupting the traditional monoglossic, monolingual interpretation of the ‘E’ in English-medium instruction (EMI), the many authors in this timely work contribute to showing how inclusive EMI can be designed and practiced with the translanguaging lens. A must-read for all EMI educators, parents, students, and policymakers.
* Angel Lin, Simon Fraser University, Canada *
...the volume presents a compelling case for the use of translanguaging in EMI settings and calls for scholars to adopt this approach while bearing in mind various factors at the micro, meso, and macro levels. In addition, it is a timely publication that makes a significant contribution to the recognition of translanguaging in the EMI context at the practical and policy levels.
-- Language and Education, 2023, Xinyue Li and Citing Li Shanghai, International Studies University, China
[This book] offers a fresh, global, and well-documented look at the interplay of English-medium instruction (EMI) and translanguaging theory and pedagogy. The book is organised in eleven compelling and comprehensible chapters. Together, the chapters present cutting-edge empirical research, which unpacks current practices and provides reflections on language use in the EMI classroom, from primary school to higher education.
-- Irene Soriano Flórez, Universidad Complutense de Madrid, Spain * E-JournALL, Volume 8, Issue 1, March 2021 *
This book provides another avenue for both policy-makers and language practitioners to understand how translanguaging bridges education and daily communication and to revisit the relationship of dominance and superiority from a Global South perspective (Pennycook and Makoni, 2020).
-- Chuotong Huang and Fan Fang, Shantou University, China * RELC Journal 1– 3 *
A key strength of this well-structured book is the breadth of empirical and conceptual work. From primary, secondary, and tertiary contexts to public and private sectors, the research has an incredibly diverse global reach, with the juxtaposition of studies frequently reflecting wider discussions on linguistic hegemony.
-- Emma Brooks, UCL Institute of Education, UK * ELT Journal, November 2021 *
Table of ContentsTranscription Key
Contributors
Bassey E. Antia: Foreword
BethAnne Paulsrud, Zhongfeng Tian and Jeanette Toth: Introduction
Chapter 1. Kari Sahan and Heath Rose: Problematising the E in EMI: Translanguaging as a Pedagogic Alternative to English-Only Hegemony in University Contexts
Chapter 2. John L. Adamson and Naoki Fujimoto-Adamson: Translanguaging in EMI in the Japanese Tertiary Context: Pedagogical Challenges and Opportunities
Chapter 3. Colin Reilly: Malawian Universities as Translanguaging Spaces
Chapter 4. Kathy Luckett and Ellen Hurst-Harosh: Translanguaging Pedagogies in the Humanities and Social Sciences in South Africa: Affordances and Constraints
Chapter 5. Eowyn Crisfield, Isla Gordon and Alexandra Holland: Translanguaging as a Pathway to Ethical Bilingual Education: An Exploratory Case Study from Kenya
Chapter 6. Naashia Mohamed: Transcending Linguistic and Cultural Boundaries: A Case Study of Four Young Maldivians' Translanguaging Practices
Chapter 7. Jack Pun: Translanguaging in Partial EMI Secondary Science Classrooms in Hong Kong
Chapter 8. Sovicheth Boun and Wayne E. Wright: Translanguaging in a Graduate Education Programme at a Cambodian University
Chapter 9. Fiona Dalziel and Marta Guarda: Student Translanguaging Practices in the EMI Classroom: A Study of Italian Higher Education
Chapter 10. Bridget A. Goodman, Sulushash Kerimkulova and D. Philip Montgomery: Translanguaging and Transfer of Academic Skills: Views of Kazakhstani Students in an English-Medium University
Chapter 11. Margie Probyn: Translanguaging for Learning in EMI Classrooms in South Africa: An Overview of Selected Research
Ute Smit: Epilogue
BethAnne Paulsrud, Zhongfeng Tian and Jeanette Toth: Conclusion
References
Index
