Multilingual and Translingual Practices in English-Medium Instruction

Name: Multilingual and Translingual Practices in English-Medium Instruction | Perspectives from Global Higher Education Contexts
Brand: Bloomsbury Academic
Price: 133.28 EUR
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Perspectives from Global Higher Education Contexts

Dogan Yuksel Mehmet Altay Samantha Curle(Herausgeber*in)

Bloomsbury Academic (Verlag)

Erschienen am 22. Februar 2024

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Hardcover

288 Seiten

978-1-350-37324-2 (ISBN)

133,28 €inkl. 7% MwSt.

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Beschreibung

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.

Rezensionen / Stimmen

A timely contribution to scholarship on multilingual practices in EMI, this volume highlights perspectives from multiple stakeholders in educational contexts from around the global. With its emphasis on a global perspective, this is essential reading for anyone interested in issues of multilingualism and EMI. -- Kari Sahan, University of Reading, UK This is a significant collection of studies that systematically explored multilingual and translingual practices in a variety of EMI contexts. These studies collectively send out an important message regarding the global rise of EMI: the sustainable implementation of EMI practices should rely on the multilingual resources that students and teachers bring to the classroom. I would like to congratulate the editors on producing this excellent volume containing critical insights to inform efforts to implement EMI without undermining the learning and teaching of national language(s) and other languages in many educational contexts. -- Xuesong (Andy) Gao, University of New South Wales, Australia Competently edited by key scholars in the field, this collection explores one of the hottest topics in applied linguistics: English as a medium of instruction. Leading the field towards a multilingual future, it offers a wealth of insights, including some rare glimpses into hardly ever researched contexts. -- Anna Kristina Hultgren, Open University, UK Covering a diversity of national contexts, this volume of original case studies and state-of-the-art reviews, edited by three internationally acclaimed scholars of EMI, examines the perceptions and enactment of multilingual and translingual practices in higher education EMI from context-sensitive perspectives. It is a valuable addition to the growing literature on a phenomenon of great import. -- Guangwei Hu, Hong Kong Polytechnic University, Hong Kong

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Inhalt

1. Introduction: Multilingual and Translingual Practices in English Medium of Instruction, Samantha Curle (University of Bath, UK), Mehmet Altay (Kocaeli University, Turkey) and Dogan Yuksel (Open University, UK)
Part I: Regional Reviews of Translingual and Multicultural Practices
2. Translanguaging in GCC English-Medium Higher Education: A Scoping Review,Sarah Hopkyns (University of St Andrews, UK) and Sara Hillman (Texas A&M University Qatar, Qatar)
3. Multilingual Practices and Disciplinary-Based Functions of Language in EMI Classrooms in Latin America: Insights from Brazil, Colombia, and Mexico, Mario Jose Molina Naar (Universidad de los Andes, Colombia)
Part II: Classroom-Based Translingual and Multi-Cultural Practices
4. Fostering Translanguaging Pedagogy Environment in Indonesian Higher Education EMI Settings: A Critical Discourse Analysis, Nurmala Elmin Simbolon (Politeknik Negeri Pontianak, Indonesia) and Nizamuddin Sadiq (Universitas Islam Indonesia, Indonesia)
5. Translanguaging with Different L1s in a University EMI Course, Benat Muguruza (University of the Basque Country, Spain)
6. Translanguaging in EMI Classrooms: Exploring teacher educators' practices in the Turkish Higher Education Context, Serdar Tekin (Nevsehir University, Turkey)
7. The Functions of Codeswitching in English Medium Instruction in a Japanese Tertiary Context, Samantha Curle (University of Bath, UK), Wanying Xie (University of Bath, UK), Hongdu Huang (University of Bath, UK) and Dogan Yuksel (Kocaeli University, Turkey)
Part III: 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, Mehmet Altay (Kocaeli University, Turkey) and Dogan Yuksel (Open University, UK)
9. Promoting Multilingual Pedagogies in Initial English Language Teacher Education: Reflections from Multilingual Turkey, Irem Comoglu (Dokuz Eylul University, Turkey), Ali OEztuefekci (Bahcesehir University, Turkey) and Kenan Dikilitas (University of Stavanger, Norway)
10. Lecturers' multilingual practices and ideologies on disciplinary vocabulary: English and Local Languages In Technology, Marta Aguilar-Perez (Universitat Politecnica de Catalunya, Spain)
11. Remapping Sociolinguistic Boundaries and Spaces through Translanguaging Science Discourses: Critical Voices from Iraq, Sami Alhasnawi (University of Al-Qadisiyah, Iraq)
12. Plurilingualism and Interculturality from the Perspectives of English Language Teachers, Emine Pehlivan Sisman (Suleyman Demirel University, Turkey) and Kagan Bueyuekkarci (Suleyman Demirel University, Turkey)
13. Operationalizing an Approach to Multilingualism with Pre-Service English as an Additional Language (EAL) Teachers in an EMI Context, Anna Krulatz (NTNU, Norway), Mary Ann Christison (University of Utah, USA), Yaqiong (Sue) Xu (NTNU, Norway) and Dianna Walla (NTNU, Norway)
Index

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