Despite the acknowledged effectiveness of translanguaging as scaffolding in language education, research on how specific scaffolding strategies are integrated into pedagogical translanguaging in English-as-a-Foreign-Language (EFL) classrooms remains limited. This article bridges this gap by uncovering how scaffolding strategies are manifested…

Few studies have investigated current English-medium Instruction (EMI) programmes for international students studying in universities in China's mainland. The present study applies Spolsky's language policy framework to analyze Chinese EMI programmes in terms of language ideology, language management, and language practices on the national level,…

Purpose: This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers' positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure: 274 non-native…

This phenomenological study explores the experiences of machine translation (MT) use among Chinese undergraduates in a Chinese-foreign, English medium instruction (EMI), joint degree program in southern China. Advancements in MT technology have raised questions about its application in academic settings, particularly in foreign and second language…

This study explores writing in an Internet environment from a translanguaging perspective. Through the analysis of screen recordings, stimulated recalls and interviews, the study reveals 12 Chinese EFL undergraduates' engagement with four specific cognitive processes: source searching, evaluation, reading and integration. It also identifies their…

Research on translanguaging and humanizing pedagogy has primarily focused on English-as-a-second-language (ESL) contexts, while little attention has been given to the examination and these practices in English-as-a-foreign-language (EFL) settings. This qualitative case study aims to address this gap by employing empirical evidence from various…

This study explored the impacts of translingual practices on English as an additional language (EAL) writing education in a non-English as a medium of instruction (non-EMI) context at a Chinese university. The findings highlighted the benefits of translingual practices in enhancing students' comprehension, easing cognitive challenges, and…

Guided by translanguaging pedagogy, this study examines how monolingual English teachers in a Pre-K school in China navigate between English and Chinese to construct a translanguaging classroom. Findings based on classroom observations and interviews reveal that, despite being constrained by their monolingualism, the English teachers enacted…

This study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language…

Conducted in a Chinese university, this study tracked eight students' changes in their beliefs and practices of translanguaging when developing academic literacies throughout a 14-week English for Academic Purposes (EAP) course, where translanguaging pedagogy was systematically planned and implemented. Data were collected from classroom…

This article examines Teochew-speaking learners of English as an example of linguistic minority students' use of and attitudes toward everyday translanguaging practices. By conducting a series of semi-structured interviews, this qualitative study specifically examines students' translanguaging process with their mother tongue -- Teochew (L1), as…

Translanguaging as pedagogical practice and a theory of language has gained increasing importance in recent years. However, little research has reported Chinese English-as-a-foreign-language students' perceptions of translanguaging; neither has research examined the predictive effects of the factors contributing to the amount of student…

The success of bilingual immersion programmes has promoted the debate about whether learners' first language (L1) should be used in foreign language classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded in the development of multilingualism and multiliteracy theories, has overstepped the monolingual…

Due to the spread of the English language in various domains and the fact that English is used as a global language, researchers and educators have started to rethink the models and aims of English language teaching in different settings. From the World Englishes (WE) perspective, this study investigated the attitudes of Chinese university…

The current landscape of English as a global language has generated disputes concerning the role of English in academic and social settings, particularly how it should be taught and learned in diverse contexts. On one hand, native speakerism has long been advocated in traditional English language teaching (ELT) settings where teachers and students…