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Translanguaging in a transplanted ground

Exploring the feasibility and benefits of translanguaging practices in a Sino-US educational institution

Published online by Cambridge University Press:  29 November 2023

Yiyang Li Open the ORCID record for Yiyang Li [Opens in a new window]  and
Tao Peng
Yiyang Li*
Affiliation:
Bryant University-Beijing Institute of Technology, Zhuhai, China
Tao Peng
Affiliation:
Bryant University-Beijing Institute of Technology, Zhuhai, China
*
Corresponding author: Yiyang Li; Email: [email protected]
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Extract

The proliferation of English as an international language has had significant ramifications for the teaching and learning of languages in various educational contexts (Yu & Liu, 2022). Within the realm of higher education, the adoption of English-medium instruction (EMI) has been a particularly contentious issue, with debates raging over its potential benefits and drawbacks (Bolton et al., 2022; Bolton, Botha & Lin, 2023). One potential approach to addressing the challenges posed by EMI is the adoption of translanguaging practices, which involve the utilization of multiple languages or language varieties in communication and learning. While the concept of translanguaging has gained increasing traction in recent years, there remains a paucity of empirical research on its implementation and impact within Sino-US educational institutions where translanguaging and EMI are facing enviable pedagogical dueling.

Type
Research Article
Information
English Today , Volume 40 , Issue 2 , June 2024 , pp. 113 - 121
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Copyright
Copyright © The Author(s), 2023. Published by Cambridge University Press

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