This book examines translanguaging pedagogy in Asia’s English-medium instruction (EMI) higher education. It presents an overview of concepts and common issues, and case studies from specific contexts in Asia. The book first interrogates macro-level English-medium instruction policies and implementation from English as a lingua franca (ELF) perspectives. Following this, implications of English as a lingua franca on English-medium instruction pedagogy will be explored, with a theoretical framework of ’translanguaging pedagogy’ developed. The book concludes with a discussion on translanguaging and how the concept contributes to English-medium instruction in Asia. Through the book, the content focuses on the specificity of each Asian English-medium instruction context from a translanguaging lens. English-medium instruction policies and translingual practices from China, Japan, Taiwan, Thailand, and Vietnam are explored, and opportunities and challenges related to translanguaging pedagogy in Asian English-medium instruction classrooms are examined.
Inhoudsopgave
Part 1: Theory, Research And Policy.- Chapter 1. Translanguaging as a Glocalized Strategy for EMI in Asia.- Chapter 2. English as a Lingua Franca, Translanguaging and EMI in Asian Higher Education: Implications for Pedagogy.- Chapter 3. Translanguaging and English-Within-Multilingualism in The Japanese EMI Context.- Chapter 4. Translanguaging and Language Policy in Thai Higher Education EMI Programmes.- Part 2: Classrooms and Lectures’ Practices and Perspective.- Chapter 5. Translanguaging Strategies for EMI Instruction in Taiwanese Higher Education.- Chapter 6. Strategic Use of L1 in Chinese EMI Classrooms: A Translanguaging Perspective.- Part 3: Classrooms and Students’ Practices and Perspectives.- Chapter 7. Translanguaging Practices in EMI Settings from the Perspective of Student Agency: An Example from Vietnamese Higher Education.- Chapter 8. “I Forgot the Language”: Japanese Students’ Actual Multilingual Selves and Translanguaging Challenges as English Majors in Taiwan.- Chapter 9. Translanguaging in EMI Higher Education in Taiwan: Learner Perception and Agency.- Part 4: Conclusion.- Chapter 10. Conclusion: EMI and Translanguaging in Asia Through The ROAD-MAPPING Lens.
Over de auteur
Wenli Tsou is a Full Professor in the Department of Foreign Languages and Literature, and currently the Director of the Foreign Language Centre, at National Cheng Kung University, Taiwan. She received her Ph.D. in Foreign and Second Language Education from the State University of New York in Buffalo, USA. She is the project leader of the National Cheng Kung University English for specific purposes (ESP) and English-medium instruction (EMI) programs. She is also the leading figure of bilingual education in Taiwan, helping with teacher training and curriculum design. Her research interests include teacher training, English for specific purposes, English as a lingua franca, content and language interacted learning and English-medium instruction. Her current research projects focus on the links between transdiciplinary teaching and translanguaging of bilingual education and English-medium instruction.
Will Baker is an Associate Professor of Applied Linguistics and the Director of the Centre for Global Englishes at the University of Southampton, UK. His research interests are English as a lingua franca (ELF), intercultural and transcultural communication, English-medium instruction (EMI), intercultural education, intercultural citizenship and English Language Teaching (ELT), and he has published and presented internationally in all these areas. His current research projects focus on the links between intercultural citizenship, internationalisation of higher education and English-medium instruction.
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