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.

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Yes, you can access Multilingual and Translingual Practices in English-Medium Instruction by Dogan Yuksel, Mehmet Altay, Samantha Curle, Dogan Yuksel,Mehmet Altay,Samantha Curle in PDF and/or ePUB format, as well as other popular books in Education & Teaching Languages. We have over one million books available in our catalogue for you to explore.

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Education

Subtopic

Teaching Languages

Cover
Half-Title Page
Series Page
Title Page
Contents
List of Figures
List of Tables
List of Contributors
1 Introduction: Bridging Linguistic Gaps and the Interplay of Multilingual Models and Translanguaging in English-Medium Instruction
Part 1 Regional Reviews of Translingual and Multi-cultural Practices
2 Translanguaging in GCC English-Medium Higher Education: A Scoping Review
3 Multilingual Practices and Disciplinary-based Functions of Language in EMI Classrooms in Latin America: Insights from Brazil, Colombia and Mexico
Part 2 Classroom-based Translingual and Multi-cultural Practices
4 Fostering Translanguaging Pedagogy Environment in Indonesian Higher Education EMI Settings: A Critical Discourse Analysis
5 Translanguaging with Different L1s in a University EMI Course
6 Translanguaging in EMI Classrooms: Exploring Teacher Educators’ Practices in the Turkish Higher Education Context
7 The Functions of Codeswitching in English-Medium Instruction in a Japanese Tertiary Context
Part 3 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
9 Promoting Multilingual Pedagogies in Initial English Language Teacher Education: Reflections from Multilingual Turkey
10 Lecturers’ Multilingual Practices and Ideologies on Disciplinary Vocabulary: English and Local Languages in Technology
11 Remapping Sociolinguistics Boundaries and Spaces through Translanguaging Science Discourses: Critical Voices from Iraq
12 Plurilingualism and Interculturality from the Perspectives of English Language Teachers
13 Operationalizing an Approach to Multilingualism with Pre-service English as an Additional Language (EAL) Teachers in an EMI Context
Index
Copyright

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