English-Medium Instruction Translanguaging Practices in Asia: Theories, Frameworks and Implementation in Higher Education

✍ Scribed by Wenli Tsou (editor), Will Baker (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 196
• Category: Library

✦ Synopsis

This book examines translanguaging pedagogy in Asia’s English-medium instruction (EMI) higher education. It presents an overview of concepts and common issues, and case studies from specific contexts in Asia. The book first interrogates macro-level English-medium instruction policies and implementation from English as a lingua franca (ELF) perspectives. Following this, implications of English as a lingua franca on English-medium instruction pedagogy will be explored, with a theoretical framework of 'translanguaging pedagogy' developed. The book concludes with a discussion on translanguaging and how the concept contributes to English-medium instruction in Asia. Through the book, the content focuses on the specificity of each Asian English-medium instruction context from a translanguaging lens. English-medium instruction policies and translingual practices from China, Japan, Taiwan, Thailand, and Vietnam are explored, and opportunities and challenges related to translanguaging pedagogy in Asian English-medium instruction classrooms are examined.

✦ Table of Contents

Foreword
Acknowledgments
Contents
Editors and Contributors
Part I Introduction
1 Translanguaging as a Glocalized Strategy for EMI in Asia
1 Introduction
2 CBI, CLIL, EMI and ICLHE
3 EMI and ELF
4 Opportunities and Challenges of EMI in Asia
5 Glocalization and English Education
6 Translanguaging as a Glocalizing Strategy
7 Overview of the Chapters
References
Part II Theory, Research and Policy
2 English as a Lingua Franca, Translanguaging, and EMI in Asian Higher Education: Implications for Pedagogy
1 Introduction
2 ELF, Translanguaging and EMI
2.1 ELF in Asia
2.2 ELF and Translanguaging, Transmodality, and Transcultural Communication
2.3 EMI, ELF and Translanguaging in Asia
3 Implications for Pedagogy in EME Classrooms
3.1 ELF and Pedagogy
3.2 Translanguaging and Pedagogy
3.3 EMI/EME and Pedagogy
4 Conclusion
References
3 Translanguaging and English-Within-Multilingualism in the Japanese EMI Context
1 Introduction
2 Reconceptualizing the “E” and “M” in EMI
2.1 EMF and the “E” in EMI
2.2 EMF and the “M” in EMI
2.3 EMF and Translanguaging
3 Revitalizing the “I” in EMI at Japanese Universities
3.1 Ideological Language Policy
3.2 EMF Awareness as the “I” in EMI
3.3 EMF Awareness: L1-Shared EMI Cases
3.4 EMF Awareness: An International EMI Case
4 Discussion and Conclusion
References
4 Translanguaging and Language Policy in Thai Higher Education EMI Programs
1 Introduction
2 Translanguaging, Pedagogy, and Policy
3 English in Language Education Policy, Higher Education, and EMI in Thailand
4 Investigating Current Policies
5 Findings from Current Policies
5.1 Recent Government Language Policy Documents on Higher Education
5.2 University Websites
6 Discussion
6.1 Government Policy
6.2 University Websites
7 Conclusion
References
Part III Classrooms and Lectures’ Practices and Perspectives
5 Translanguaging Strategies for EMI Instruction in Taiwanese Higher Education
1 Introduction: EMI in Asia and the Motivation of the Study
2 Literature Review
2.1 Ideology Shift of Translanguaging
2.2 Educational Functions of Translanguaging
3 Methodology
3.1 Setting and Participants
3.2 Data and Analytical Procedures
4 Results and Discussion
4.1 Interactional Strategies
4.2 Discussion on Interactional Strategies
4.3 Instructional Strategies
4.4 Discussion on Instructional Strategies
4.5 Distribution of Different Types of Translingual Strategies
4.6 Discussion of Teacher Interviews and Field Notes
5 Conclusion
References
6 Strategic Use of L1 in Chinese EMI Classrooms: A Translanguaging Perspective
1 Introduction
2 National and Local Policy Documents Relating to EMI
3 Literature Review
4 The Study
4.1 Research Setting
4.2 Participants and Data Collection
4.3 Data Analysis
5 Findings
5.1 Types of L1 Use in an EMI Context
5.2 Adopting L1 for Domain-Specific Knowledge
5.3 Complementing English with L1
5.4 L1 Recast
6 Conclusion: Using L1 via a Translanguaging Perspective
References
Part IV Classrooms and Students’ Practices and Perspectives
7 Translanguaging Practices in EMI Settings from the Perspective of Student Agency: An Example from Vietnamese Higher Education
1 Introduction
2 Literature Review
2.1 The Implementation of EMI Policy in Vietnamese Higher Education
2.2 The ROAD-MAPPING Framework and Student Agency
2.3 A Brief Overview of Translanguaging Practices in Bi/Multilingual Classrooms
3 Methodology
3.1 Research Context
3.2 Data Collection
3.3 Data Analysis
4 Findings
4.1 Students’ Translanguaging Practices During Group Presentations
4.2 Students’ Translanguaging Practices During Individual Presentations
5 Discussion and Conclusion
References
8 “I Forgot the Language:” Japanese Students’ Actual Multilingual Selves and Translanguaging Challenges as English Majors in Taiwan
1 Introduction
1.1 Japan’s Communicative English Policy Versus Yakudoku Reality
1.2 Language Policy at FFLS
1.3 The Dual Language SA Programme in Taiwan
2 Literature Review
2.1 Monolingual Bias in Second Language Acquisition Motivation Research
2.2 English Shadow
2.3 Nuanced Relationship with English in Asia
3 Theoretical Framework
3.1 Multilingual Selves
3.2 Translanguaging
4 Data Collection and Analysis
5 Case Study 1: Oji
5.1 Pre-Taiwan Motivation
5.2 Translanguaging Patterns in Taiwan
5.3 Multilingual Motivation
6 Case Study 2: Naoki
6.1 Pre-Taiwan Motivation
6.2 Translanguaging Patterns in Taiwan
6.3 Multilingual Motivation
7 Discussion
7.1 Pedagogical Implications
8 Conclusions
References
9 Translanguaging in EMI Higher Education in Taiwan: Learner Perception and Agency
1 Introduction
2 Internationalization of Higher Education in Taiwan
3 Translanguaging as a Meaning-Making Process
4 Translanguaging as Embodiment of Learner Agency
5 The Qualitative Case Study
6 Results
6.1 The Use of Native Languages in Lectures
6.2 The Use of Native Languages in Group Work
7 Discussion
8 Conclusion
References
Part V Conclusion
10 EMI and Translanguaging in Asia Through the ROAD-MAPPING Lens
1 Introduction
2 The ROAD-MAPPING Framework
3 Applying ROAD-MAPPING
4 Conclusion
References