English-Medium Instruction and Translanguaging

This 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.

This 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., 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., 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., [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., 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).

BethAnne Paulsrud is a Senior Lecturer of English at Dalarna University, Sweden. Her research focuses on multilingualism in educational policy and practice, English and EMI in Sweden, and family language policy. She has co-edited two volumes on translanguaging and education, including New Perspectives on Translanguaging and Education (Multilingual Matters, 2017).Zhongfeng Tian is an Assistant Professor of TESL Teacher Education/Applied Linguistics at the University of Texas at San Antonio, USA. His research focuses on bilingual education, TESOL, and translanguaging. He has co-edited the volume Envisioning TESOL through a Translanguaging Lens: Global Perspectives (Springer, 2020). Jeanette Toth is a Senior Lecturer of English at Dalarna University, Sweden. Her research has investigated policies, practices, and perspectives on languages and language use within EMI at the primary school level in Sweden. She has contributed chapters in two volumes on translanguaging and education, including New Perspectives on Translanguaging and Education (Multilingual Matters, 2017).