Multilingual and Translingual Practices in English-Medium Instruction

Dogan Yuksel is Postdoctoral Research Associate in the Faculty of Wellbeing, Education & Language Studies at The Open University, UK. Mehmet Altay is Associate Professor of English Language Teaching in the Faculty of Education at Kocaeli University, Turkey.Samantha Curle is Reader in the Department of Education at the University of Bath, UK.

A timely contribution to scholarship on multilingual practices in EMI, this volume highlights perspectives from multiple stakeholders in educational contexts from around the global. With its emphasis on a global perspective, this is essential reading for anyone interested in issues of multilingualism and EMI.

• 1. Introduction: Multilingual and Translingual Practices in English Medium of Instruction, Samantha Curle (University of Bath, UK), Mehmet Altay (Kocaeli University, Turkey) and Dogan Yuksel (Open University, UK)Part I: Regional Reviews of Translingual and Multicultural Practices2. Translanguaging in GCC English-Medium Higher Education: A Scoping Review,Sarah Hopkyns (University of St Andrews, UK) and Sara Hillman (Texas A&M University Qatar, Qatar)3. Multilingual Practices and Disciplinary-Based Functions of Language in EMI Classrooms in Latin America: Insights from Brazil, Colombia, and Mexico, Mario Jose Molina Naar (Universidad de los Andes, Colombia)Part II: Classroom-Based Translingual and Multi-Cultural Practices4. Fostering Translanguaging Pedagogy Environment in Indonesian Higher Education EMI Settings: A Critical Discourse Analysis, Nurmala Elmin Simbolon (Politeknik Negeri Pontianak, Indonesia) and Nizamuddin Sadiq (Universitas Islam Indonesia, Indonesia)5. Translanguaging with Different L1s in a University EMI Course, Beñat Muguruza (University of the Basque Country, Spain)6. Translanguaging in EMI Classrooms: Exploring teacher educators’ practices in the Turkish Higher Education Context, Serdar Tekin (Nevsehir University, Turkey)7. The Functions of Codeswitching in English Medium Instruction in a Japanese Tertiary Context, Samantha Curle (University of Bath, UK), Wanying Xie (University of Bath, UK), Hongdu Huang (University of Bath, UK) and Dogan Yuksel (Kocaeli University, Turkey) Part III: Teachers’ and Students’ Perspectives towards Translingual and Multi-Cultural Practices8. Over the Quality Aspects of EMI: The Influence of Lecturers’ Postgraduate Degree from an Inner-Circle University on Multilingual EMI Students’ Academic Success, Mehmet Altay (Kocaeli University, Turkey) and Dogan Yuksel (Open University, UK)9. Promoting Multilingual Pedagogies in Initial English Language Teacher Education: Reflections from Multilingual Turkey, Irem Çomoglu (Dokuz Eylul University, Turkey), Ali Öztüfekçi (Bahçesehir University, Turkey) and Kenan Dikilitas (University of Stavanger, Norway)10. Lecturers’ multilingual practices and ideologies on disciplinary vocabulary: English and Local Languages In Technology, Marta Aguilar-Pérez (Universitat Politècnica de Catalunya, Spain)11. Remapping Sociolinguistic Boundaries and Spaces through Translanguaging Science Discourses: Critical Voices from Iraq, Sami Alhasnawi (University of Al-Qadisiyah, Iraq)12. Plurilingualism and Interculturality from the Perspectives of English Language Teachers, Emine Pehlivan Sisman (Suleyman Demirel University, Turkey) and Kagan Büyükkarci (Suleyman Demirel University, Turkey)13. Operationalizing an Approach to Multilingualism with Pre-Service English as an Additional Language (EAL) Teachers in an EMI Context, Anna Krulatz (NTNU, Norway), Mary Ann Christison (University of Utah, USA), Yaqiong (Sue) Xu (NTNU, Norway) and Dianna Walla (NTNU, Norway)Index