1. Codeswitching in a University in Taiwan

Tien, Ching-Yi; Li, Chor Shing David 李楚成

doi:10.21832/9781783090914-005

Cited by 6 publications

(2 citation statements)

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“…Although teachers may have various and sometimes contradictory perceptions of translanguaging practices, translanguaging practice has been frequently observed in EMI classrooms (e.g., [33][34][35]). For instance, 95% of the EMI lecturers working in different subject areas surveyed by Chimirala [34] indicated that they also used languages other than English.…”

Section: Teachers' Translanguaging Practices In Classmentioning

confidence: 99%

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

Jia

Pun

2023

Sustainability

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Translanguaging is discussed widely in the literature as a new pedagogical tool for English-medium instruction (EMI) that can challenge monolingual assumptions, mitigate English language barriers, and advocate for the full use of linguistic resources in meaning making. Different EMI lecturers have been found to hold diverse translanguaging perceptions and have adopted a variety of its functions. However, more needs to be known to close the knowledge gap between how each lecturer envisions and practices their translanguaging pedagogies, if any. Employing a qualitative method using data from semi-structured interviews and classroom observation, this study investigated three Chinese tertiary EMI engineering lecturers’ translanguaging perceptions and practices. Taken together, these three cases illustrate the complex relationship between translanguaging perceptions and practices according to their interactional (e.g., students’ difficulties in understanding full EMI), socio-cultural (e.g., the socially constructed value of full EMI), and personal factors (e.g., EMI teaching experiences). We propose that the negotiation among these three domains can promote or withhold the transfer of translanguaging perceptions into practice. We use our findings to call for EMI training programs to encourage lecturers’ reflections regarding what languages are or can be used in EMI classrooms and how and why from socio-cultural, personal, and interactional perspectives.

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Section: Teachers' Translanguaging Practices In Classmentioning

confidence: 99%

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

Jia

Pun

2023

Sustainability

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“…Team teaching could play a definitive role with regard to these research objectives, as shared reflection could help team teachers draw conclusions about the more adequate use of the L1 and could help formulate guidelines (that is, specify when and under what circumstances content teachers should resort to the L1). These guidelines will help to settle some content teachers' inner conflict in their attempt to find a balance between some universities' official English-only language policy and the possibility of using students' whole linguistic repertoire to help them better grasp the lecture content (Tien 2014). The data gathered through classroom observation could serve as the basis to develop content teachers' language awareness and to challenge their more-often-than-not monolingual view of language codes (Cook 2012;Lin 2015).…”

Section: Research Taskmentioning

confidence: 99%

Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level

Lasagabaster¹

2018

Lang. Teach.

130

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Although English-medium instruction (EMI) courses are burgeoning at university level on a global scale, there is a scarcity of pedagogical guidelines about how to implement effective courses, while most higher education institutions rarely offer courses aimed at helping EMI teachers tackle this new teaching context. An additional concern has to do with the fact that content EMI lecturers tend to avoid language aspects, a weakness that could be overcome by boosting team teaching, that is, the collaboration between language and content teachers. Previous research reveals that team teaching improves undergraduates’ learning and can also be a gratifying experience for the teaching staff involved, who usually highlight the motivational boost it gives them because it stimulates reflection on their pedagogical knowledge and practices. In this paper I put forward research tasks with a view to enticing researchers to embark on projects focused on this uncharted territory, as team teaching is a research field in which much remains to be done.

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Internationalization of higher education and language policy: the case of a bilingual university in Taiwan

Lau

Lin

2016

High Educ

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1. Codeswitching in a University in Taiwan

Cited by 6 publications

References 0 publications

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level

Internationalization of higher education and language policy: the case of a bilingual university in Taiwan

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