Translanguaging in EMI Courses: A Study at a Tertiary Education
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The current study investigates the insights of both teachers and students regarding translanguaging in EMI courses, and how translanguaging has been implemented in EMI courses. It is a case study, conducted at a university in which EMI courses have been thoroughly taught in a variety of departments. The study employed two research tools: classroom observations and two open-ended interviews with two groups, including students and teachers. The classroom observation was conducted in two separate class settings for the subject of English for Marketing at a university. The interview used to collect teachers and students’ insight on their attitudes, experience, and strategies toward translanguaging. The findings indicated that both teachers and students have a positive attitude toward the use of translanguaging in EMI courses. Additionally, they perceived that translanguaging brought several benefits to students: enhancing students’ comprehension of content knowledge and language, boosting motivation in the learning process, and reducing anxiety in learning. These benefits led to the creation of more complex ideas and exposure to a wider linguistic repertoire. It has some pedagogical implication for teachers to implement linguistic repertoire to students for better learning performance. Moreover, teachers with the use of translanguaging should created more learning activities to maximize its benefits in EMI courses.
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