Multilingual and Translingual Practices in English Medium Instruction 1st Edition by Dogan Yuksel, Samantha Curle, Mehmet Altay ISBN 9781350373259 1350373257

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Product details: 

ISBN 10:  1350373257

ISBN 13: 9781350373259

Author: Dogan Yuksel,  Samantha Curle, Mehmet Altay

English Medium Instruction (EMI) refers to the use of the English language to teach academic subjects where first language of the majority of the population is not English. One popular implementation of EMI, the Multilingual Model, would imply that some aspects (e.g. courses, sessions in some courses, and/or assessment) are taught through English, whereas the first language of the students is used in some other respects.

This volume explores context-related ways in which the multilingual EMI model and translingual practices are seen and enacted in higher education contexts across the globe. Research on this topic is not only timely but also very much needed, particularly in contexts that are relatively new to EMI, as well as in contexts where monolingual forms of teaching and monolingual institutional policies still prevail. Empirical, research-based studies as well as theoretical reviews that centre around multilingual and translingual practices in partial and full (i.e. English-only) EMI settings are elaborated, with case studies from Colombia, Indonesia, Iraq, Norway, Qatar, Spain, Turkey, United Arab Emirates, the UK and the USA.

Table of contents: 

1 Introduction: Bridging Linguistic Gaps and the Interplay of Multilingual Models and Translanguaging in English-Medium Instruction
Chapter structure and summaries
References
Part One Regional Reviews of Translingual and Multi-cultural Practices
2 Translanguaging in GCC English-Medium Higher Education: A Scoping Review
Introduction
The Gulf region: a brief survey
Method
Data analysis
Results
Conclusion
References
Appendix: Reports in the study sample
3 Multilingual Practices and Disciplinary-based Functions of Language in EMI Classrooms in Latin America: Insights from Brazil, Colombia and Mexico
Introduction
Methodology
Results
Discussion
Conclusions and pedagogical implications
Notes
References
Part Two Classroom-based Translingual and Multi-cultural Practices
4 Fostering Translanguaging Pedagogy Environment in Indonesian Higher Education EMI Settings: A Critical Discourse Analysis
Introduction
Literature review
Method
Findings
Discussion
Conclusions
References
5 Translanguaging with Different L1s in a University EMI Course
Introduction: Translanguaging in English-mediuminstruction
Applying translingual practices in diverse EMI classrooms
Attitudes towards EMI and translanguaging in the Basque Country
The study
Results
Discussion
References
6 Translanguaging in EMI Classrooms: Exploring Teacher Educators’ Practices in the Turkish Higher Education Context
Introduction
Pedagogical translanguaging
EMI and translanguaging
EMI in Turkey
Method
Findings
Discussion
Recommendations and conclusion
References
7 The Functions of Codeswitching in English-Medium Instruction in a Japanese Tertiary Context
Introduction
Literature review
L1 use in class
Materials and method
Results
Congruence between lecturer’s attitude towards L1 use and specifi c function of codeswitching
Discussion
Conclusion
Note
References
Appendix
Part Three Teachers’ and Students’ Perspectives Towards Translingual and Multi-cultural Practices
8 Over the Quality Aspects of EMI: The Influence of Lecturers’ Postgraduate Degree from an Inner-Circle University on Multilingual EMI Students’ Academic Success
Introduction
Background to the study
Methodology
Results
Discussion and implications
Conclusions, limitations, and areas for further research
References
9 Promoting Multilingual Pedagogies in Initial English Language Teacher Education: Reflections from Multilingual Turkey
Introduction
Multilingual pedagogies in initial English language teacher education
Methodology
Findings
Discussion and implications
References
10 Lecturers’ Multilingual Practices and Ideologies on Disciplinary Vocabulary: English and Local Languages in Technology
Introduction
Background
Method
Findings
Discussion
Acknowledgements
References
11 Remapping Sociolinguistics Boundaries and Spaces through Translanguaging Science Discourses: Critical Voices from Iraq
Setting the stage
Literature Review
The study
Findings
Discussion
Conclusion
References
12 Plurilingualism and Interculturality from the Perspectives of English Language Teachers
Introduction
Literature review
Methodology
Discussion and conclusion
References
13 Operationalizing an Approach to Multilingualism with Pre-service English as an Additional Language (EAL) Teachers in an EMI Context
Background and context
The multilingual context
Research design
Methodology
Results and discussion
Conclusion
References
Index

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Tags: Dogan Yuksel, Samantha Curle, Mehmet Altay, Multilingual and Translingual, Medium Instruction