English-Medium Instruction and Translanguaging

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).

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.

• Transcription KeyContributorsBassey E. Antia: ForewordBethAnne Paulsrud, Zhongfeng Tian and Jeanette Toth: IntroductionChapter 1. Kari Sahan and Heath Rose: Problematising the E in EMI: Translanguaging as a Pedagogic Alternative to English-Only Hegemony in University ContextsChapter 2. John L. Adamson and Naoki Fujimoto-Adamson: Translanguaging in EMI in the Japanese Tertiary Context: Pedagogical Challenges and OpportunitiesChapter 3. Colin Reilly: Malawian Universities as Translanguaging SpacesChapter 4. Kathy Luckett and Ellen Hurst-Harosh: Translanguaging Pedagogies in the Humanities and Social Sciences in South Africa:  Affordances and ConstraintsChapter 5. Eowyn Crisfield, Isla Gordon and Alexandra Holland: Translanguaging as a Pathway to Ethical Bilingual Education: An Exploratory Case Study from KenyaChapter 6. Naashia Mohamed: Transcending Linguistic and Cultural Boundaries: A Case Study of Four Young Maldivians' Translanguaging PracticesChapter 7. Jack Pun: Translanguaging in Partial EMI Secondary Science Classrooms in Hong KongChapter 8. Sovicheth Boun and Wayne E. Wright: Translanguaging in a Graduate Education Programme at a Cambodian UniversityChapter 9. Fiona Dalziel and Marta Guarda: Student Translanguaging Practices in the EMI Classroom: A Study of Italian Higher EducationChapter 10. Bridget A. Goodman, Sulushash Kerimkulova and D. Philip Montgomery: Translanguaging and Transfer of Academic Skills: Views of Kazakhstani Students in an English-Medium UniversityChapter 11. Margie Probyn: Translanguaging for Learning in EMI Classrooms in South Africa: An Overview of Selected ResearchUte Smit: EpilogueBethAnne Paulsrud, Zhongfeng Tian and Jeanette Toth: ConclusionReferencesIndex