Towards an understanding of translanguaging in EMI teacher education classrooms

Rui Eric YUAN, Min YANG

Research output: Contribution to journalArticlespeer-review

Abstract

This study aims to explore a teacher educator’s perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with everyday discourse, linking verbal and other semiotic resources, and using students’ first language) to create a ‘translanguaging space’ in his EMI classrooms for content teaching and learning. The findings also showed that the teacher educator’s translanguaging practice was both planned and generative, depending on his situated teaching context which presented him with various teaching opportunities and challenges (e.g. students’ resistance and university policy). The study highlights the importance of teacher educators’ reflective practice in their execution and improvement of translanguaging practice in EMI classroom settings. Copyright © 2020 The Author(s).
Original languageEnglish
JournalLanguage Teaching Research
Early online date13 Oct 2020
DOIs
Publication statusE-pub ahead of print - 13 Oct 2020

Citation

Yuan, R., & Yang, M. (2020). Towards an understanding of translanguaging in EMI teacher education classrooms. Language Teaching Research. Advance online publication. doi: 10.1177/1362168820964123

Keywords

  • EMI
  • Multilingual classrooms
  • Teacher education
  • Translanguaging

Fingerprint Dive into the research topics of 'Towards an understanding of translanguaging in EMI teacher education classrooms'. Together they form a unique fingerprint.