English as a medium of instruction (EMI), as a major agenda of language policy and planning and characterizing internationalization of higher education, has been increasingly adopted in global contexts. EMI teachers' language and teaching practices in situated classroom contexts and the possible pedagogical challenges they encounter have not gained sufficient research attention in relation to the expansion of EMI. This qualitative study explored the experiences of nine EMI teachers from different disciplines in Chinese universities through investigating their linguistic and pedagogical practices in EMI teaching, the challenges they encounter, and how they co-ordinate semiotic resources with the affordance of the EMI context. The findings suggested that the teachers a) achieved professional development when developing different teaching materials for and perspectives on the same phenomenon to facilitate the understanding of students from various backgrounds; b) co-ordinated semiotic resources with an affordance of the EMI context to facilitate teaching, with the understanding that language is not merely language, but also a factor influencing knowledge construction, a lens for interpreting knowledge, and a part of the event or issue; and, c) attempted to integrate content/language in learning, despite lacking CLIL-related professional training. The implications for language policy and EMI programme development are discussed. Copyright © 2022 Walter de Gruyter GmbH, Berlin/Boston.
CitationGu, M. M., Lee, C.-K. J., & Jin, T. (2022). A translanguaging and trans-semiotizing perspective on subject teachers' linguistic and pedagogical practices in EMI programme. Applied Linguistics Review. Advance online publication. doi: 10.1515/applirev-2022-0036
- Higher education