{"product_id":"english-medium-instruction-and-translanguaging-9781788927314","title":"English-Medium Instruction and Translanguaging","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis 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.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis 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 *\u003cbr\u003eAs 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 *\u003cbr\u003e\u003cp\u003eDisrupting 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.\u003c\/p\u003e * Angel Lin, Simon Fraser University, Canada *\u003cbr\u003e\u003cp\u003e...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. \u003c\/p\u003e -- Language and Education, 2023, Xinyue Li and Citing Li Shanghai, International Studies University, China\u003cbr\u003e\u003cp\u003e[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.\u003c\/p\u003e -- Irene Soriano Flórez, Universidad Complutense de Madrid, Spain * E-JournALL, Volume 8, Issue 1, March 2021 *\u003cbr\u003e\u003cp\u003eThis 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).\u003c\/p\u003e -- Chuotong Huang and Fan Fang, Shantou University, China * RELC Journal 1– 3 *\u003cbr\u003e\u003cp\u003eA 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.\u003c\/p\u003e -- Emma Brooks, UCL Institute of Education, UK * ELT Journal, November 2021 *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eTranscription Key\u003c\/p\u003e  \u003cp\u003eContributors\u003c\/p\u003e  \u003cp\u003eBassey E. Antia: Foreword\u003c\/p\u003e  \u003cp\u003eBethAnne Paulsrud, Zhongfeng Tian and Jeanette Toth: Introduction\u003c\/p\u003e  \u003cp\u003eChapter 1. Kari Sahan and Heath Rose: Problematising the E in EMI: Translanguaging as a Pedagogic Alternative to English-Only Hegemony in University Contexts\u003c\/p\u003e  \u003cp\u003eChapter 2. John L. Adamson and Naoki Fujimoto-Adamson: Translanguaging in EMI in the Japanese Tertiary Context: Pedagogical Challenges and Opportunities\u003c\/p\u003e  \u003cp\u003eChapter 3. Colin Reilly: Malawian Universities as Translanguaging Spaces\u003c\/p\u003e  \u003cp\u003eChapter 4. Kathy Luckett and Ellen Hurst-Harosh: Translanguaging Pedagogies in the Humanities and Social Sciences in South Africa:  Affordances and Constraints\u003c\/p\u003e  \u003cp\u003eChapter 5. Eowyn Crisfield, Isla Gordon and Alexandra Holland: Translanguaging as a Pathway to Ethical Bilingual Education: An Exploratory Case Study from Kenya\u003c\/p\u003e  \u003cp\u003eChapter 6. Naashia Mohamed: Transcending Linguistic and Cultural Boundaries: A Case Study of Four Young Maldivians' Translanguaging Practices\u003c\/p\u003e  \u003cp\u003eChapter 7. Jack Pun: Translanguaging in Partial EMI Secondary Science Classrooms in Hong Kong\u003c\/p\u003e  \u003cp\u003eChapter 8. Sovicheth Boun and Wayne E. Wright: Translanguaging in a Graduate Education Programme at a Cambodian University\u003c\/p\u003e  \u003cp\u003eChapter 9. Fiona Dalziel and Marta Guarda: Student Translanguaging Practices in the EMI Classroom: A Study of Italian Higher Education\u003c\/p\u003e  \u003cp\u003eChapter 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\u003c\/p\u003e  \u003cp\u003eChapter 11. Margie Probyn: Translanguaging for Learning in EMI Classrooms in South Africa: An Overview of Selected Research\u003c\/p\u003e  \u003cp\u003eUte Smit: Epilogue\u003c\/p\u003e  \u003cp\u003eBethAnne Paulsrud, Zhongfeng Tian and Jeanette Toth: Conclusion\u003c\/p\u003e  \u003cp\u003eReferences\u003c\/p\u003e  \u003cp\u003eIndex\u003c\/p\u003e","brand":"Multilingual Matters","offers":[{"title":"Default Title","offer_id":51042539733335,"sku":"9781788927314","price":28.45,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781788927314.jpg?v=1750954555","url":"https:\/\/bookcurl.com\/products\/english-medium-instruction-and-translanguaging-9781788927314","provider":"Book Curl","version":"1.0","type":"link"}