As part of the growing trend of internationalization in higher education, new forms of linguistic practices are recently emerging in diverse contexts. However, such practices are often obscured by English medium instruction (EMI) policies, neglecting the role of other languages, semiotic resources, and modalities in the construction and communication of knowledge. Building on an expanded framework of language policy, in this study I take a Btrans-^approach to reconceptualize the BE^in EMI. Specifically, the participants of this study include 18 university lecturers from a range of disciplinary backgrounds. Data was collected over a 6-month period through classroom observations and semistructured interviews. The findings show that translingual practices were not uncommon for a range of epistemological, pedagogical, and social purposes, but at the same time significantly constrained by monolingual ideologies that permeate the policy process. To open up translanguaging spaces in the higher education classroom, the study suggests to move current EMI policies from an English-only focus toward multilingual and translingual awareness. Instead of determining the language of instruction a priori, it is more important to focus on ways to become more linguistically aware and ecologically oriented, acknowledging the process of meaning-making as situated, holistic, and embodied.

The use of communication strategies is one of the core components that constitute communicative competence. However, the problem-oriented conceptualization of L2 strategic behavior has been widely criticized as it does not give sufficient attention to the social nature of communication and learning (Cohen, 2014; Macaro, 2006). This study thus makes an attempt to re-conceptualize communication as a mediated activity that focuses on the process and goal of communication. Eight EFL junior high school learners in Taiwan participated in this study. Empirical data were collected from an oral elicitation task, and then triangulated by retrospective comments derived from stimulated recall interviews and semi-structured interviews with the participants. The data were coded with Dörnyei and Scott's (1995) taxonomy of communication strategies and mapped onto a sociocultural framework of mediation for analysis. The findings showed that the use of strategies was at times problem-oriented for the purpose of avoiding or solving communication breakdowns. Nevertheless, what seemed more significant was that interlocutors also made efficient choices of strategies according to the context and purpose of the task. It is rightly the purpose of this paper to develop an enriched view of L2 strategic competence that acknowledges both the problem-oriented and goal-oriented nature of communication.

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The promotion of English medium instruction (EMI) in higher education has been a widely adopted institutional response to the forces of globalization in the 21st century. However, while EMI has received much enthusiasm in policy discourse, little research has been conducted to explore whether it effectively addresses the new demands of an increasingly multilingual student body. To fill this gap, in this study I draw on extensive literature on linguistically responsive instruction (LRI) to examine: 1) the practices that are linguistically responsive in higher education EMI classrooms, and 2) the affordances and constraints of such practices. The data for this studytaken from a larger research project that looked into different instructional outcomes of EMIshow that approaches to LRI were manifested in three main ways: technical, facilitative, and sociocultural. To illustrate what these labels mean, a close-up look into three classroom profiles and interviews conducted with the lecturers of each of these classes are provided. Importantly, the multiple approaches to LRI pointed toward a common concern that centered on students' English proficiency. While LRI may have helped resolve immediate comprehension issues and low participation in classroom interactions, the increased attention to language in content courses posed a potential threat to the teaching of the subject discipline. This study, therefore, argues that aside from equipping individual

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