Multilingual and Translingual Practices in English-Medium Instruction: Perspectives from Global Higher Education Contexts

English Medium Instruction (EMI) is used to teach academic subjects in a language other than the first language of the majority of the population. 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, with case studies from Colombia, Indonesia, Iraq, Norway, Qatar, Spain, Turkey, the United Arab Emirates, the UK, and the USA. Research on this topic is timely and needed, particularly in contexts that are relatively new to EMI and where monolingual forms of teaching and policies still prevail.

Format: Hardback
Length: 288 pages
Publication date: 22 February 2024
Publisher: Bloomsbury Publishing PLC

English Medium Instruction (EMI) is a teaching approach that employs the English language to impart academic knowledge to students whose first language is not English. There are various implementations of EMI, one of which is the Multilingual Model. This model suggests that certain aspects of education, such as courses, sessions, and assessments, can be delivered in English, while the students' native language is utilized for other purposes. This volume delves into the diverse ways in which the multilingual EMI model and translingual practices are observed and implemented in higher education settings worldwide. The research on this topic is both timely and crucial, particularly in contexts that are relatively new to EMI, as well as in those where monolingual teaching and policies persist. Empirical studies and theoretical reviews centered around multilingual and translingual practices in partial and full EMI settings are presented, along with case studies from countries such as Colombia, Indonesia, Iraq, Norway, Qatar, Spain, Turkey, the United Arab Emirates, the UK, and the USA.

English Medium Instruction (EMI) is a teaching approach that employs the English language to impart academic knowledge to students whose first language is not English. There are various implementations of EMI, one of which is the Multilingual Model. This model suggests that certain aspects of education, such as courses, sessions, and assessments, can be delivered in English, while the students' native language is utilized for other purposes. This volume delves into the diverse ways in which the multilingual EMI model and translingual practices are observed and implemented in higher education settings worldwide. The research on this topic is both timely and crucial, particularly in contexts that are relatively new to EMI, as well as in those where monolingual teaching and policies persist. Empirical studies and theoretical reviews centered around multilingual and translingual practices in partial and full EMI settings are presented, along with case studies from countries such as Colombia, Indonesia, Iraq, Norway, Qatar, Spain, Turkey, the United Arab Emirates, the UK, and the USA.

Dimension: 234 x 156 (mm)
ISBN-13: 9781350373242