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.
Tabela de Conteúdo
Transcription Key
Contributors
Bassey E. Antia: Foreword
Beth Anne Paulsrud, Zhongfeng Tian and Jeanette Toth: Introduction
Chapter 1. Kari Sahan and Heath Rose: Problematising the E in EMI: Translanguaging as a Pedagogic Alternative to English-Only Hegemony in University Contexts
Chapter 2. John L. Adamson and Naoki Fujimoto-Adamson: Translanguaging in EMI in the Japanese Tertiary Context: Pedagogical Challenges and Opportunities
Chapter 3. Colin Reilly: Malawian Universities as Translanguaging Spaces
Chapter 4. Kathy Luckett and Ellen Hurst-Harosh: Translanguaging Pedagogies in the Humanities and Social Sciences in South Africa: Affordances and Constraints
Chapter 5. Eowyn Crisfield, Isla Gordon and Alexandra Holland: Translanguaging as a Pathway to Ethical Bilingual Education: An Exploratory Case Study from Kenya
Chapter 6. Naashia Mohamed: Transcending Linguistic and Cultural Boundaries: A Case Study of Four Young Maldivians’ Translanguaging Practices
Chapter 7. Jack Pun: Translanguaging in Partial EMI Secondary Science Classrooms in Hong Kong
Chapter 8. Sovicheth Boun and Wayne E. Wright: Translanguaging in a Graduate Education Programme at a Cambodian University
Chapter 9. Fiona Dalziel and Marta Guarda: Student Translanguaging Practices in the EMI Classroom: A Study of Italian Higher Education
Chapter 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
Chapter 11. Margie Probyn: Translanguaging for Learning in EMI Classrooms in South Africa: An Overview of Selected Research
Ute Smit: Epilogue
Beth Anne Paulsrud, Zhongfeng Tian and Jeanette Toth: Conclusion
References
Index
Sobre o autor
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).
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