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Citations (61)
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Jiajia Eve Liu, Yuen Yi Lo & Miao Yang. (2023) A critical examination of the interaction between translanguaging pedagogy and students’ beliefs and practices of translanguaging in learning EAP. Critical Inquiry in Language Studies 20:3, pages 214-236.
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Anila Panezai, Liaquat Ali Channa & Bakht Bibi. (2023) Translanguaging in higher education: exploring interactional spaces for meaning-making in the multilingual universities of Pakistan. International Journal of Bilingual Education and Bilingualism 26:4, pages 514-527.
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Danik Widiawati & Kristof Savski. (2023) Primary-level English-medium instruction in a minority language community: any space for the local language?. Journal of Multilingual and Multicultural Development 44:4, pages 275-287.
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Jiazhou Yao & Marianne Turner. (2023) Exploring the waning interest in Nuosu Yi education in Liangshan, China. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-15.
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Shuangmiao Han. (2023) English medium instruction at Sino-foreign cooperative education institutions in China: is internationalising teaching and learning possible?. Language, Culture and Curriculum 36:1, pages 83-99.
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Jinfen Xu & Shanshan Zhang. (2022) Development of EMI teacher language awareness: does team teaching help?. Language and Education 36:4, pages 362-377.
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Murod Ismailov. (2022) Content lecturer and quality interaction in EMI university classrooms: a longitudinal case study. Journal of Multilingual and Multicultural Development 0:0, pages 1-22.
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Heath Rose, Kari Sahan & Sihan Zhou. (2022) Global English Medium Instruction: Perspectives at the crossroads of Global Englishes and EMI. Asian Englishes 24:2, pages 160-172.
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Xiao Zhang & Christiane Lütge. (2022) Local teachers’ English-German codeswitching in English-medium instruction (EMI): voices from international students at a German university. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Fan Fang & Guangwei Hu. (2022) English medium instruction, identity construction and negotiation of Teochew-speaking learners of English. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Xinlan Chen, Cheng Zeng & Christiane Dalton-Puffer. (2022) Learner repair during task-based peer interactions in an EMI classroom: a case study of a marketing class in a Chinese higher education setting. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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Wanying Xie & Samantha Curle. (2022) Success in English Medium Instruction in China: significant indicators and implications. International Journal of Bilingual Education and Bilingualism 25:2, pages 585-597.
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Abu Saleh Mohammad Rafi & Anne-Marie Morgan. (2022) A pedagogical perspective on the connection between translingual practices and transcultural dispositions in an Anthropology classroom in Bangladesh. International Journal of Multilingualism 0:0, pages 1-22.
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Zhu Hua & Xuesong (Andy) Gao. (2021) Language, culture and curriculum: lived intercultural experience of international students. Language, Culture and Curriculum 34:4, pages 458-465.
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Xuesong (Andy) Gao & Zhu Hua. (2021) Experiencing Chinese education: learning of language and culture by international students in Chinese universities. Language, Culture and Curriculum 34:4, pages 353-359.
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Ke Zhao, Xiangyun Du & Huiyu Tan. (2021) Student engagement for intercultural learning in multicultural project groups via the use of English as a lingua franca. Language, Culture and Curriculum 34:4, pages 438-457.
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Zhou-min Yuan & Chu-nan Li. (2021) Investigating English-medium instruction for international students in China. Journal of Multilingual and Multicultural Development 0:0, pages 1-13.
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Ronghui Zhao, Minglang Zhou & Xuesong (Andy) Gao. (2019) Concluding commentary: the discursive space for bilingual education programs in China. International Journal of Bilingual Education and Bilingualism 22:3, pages 365-370.
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Articles from other publishers (43)
Gulnissa Zhunussova, Mir Afzal Tajik, Lyudmila Fillipova & Seth Kwadwo Antwi. (2023) “I am a mixed person of Kazakh, Turkish and English”: Multilingual students’ identity in EMI universities in Kazakhstan. System 119, pages 103159.
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Ali Karakaş. (2023) Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations. Linguistics and Education 77, pages 101221.
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Fan Fang, Lianjiang Jiang & Junhong Yang. (2023) To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens. Language Teaching Research.
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Anne Li Jiang & Lawrence Jun Zhang. (2023) Understanding knowledge construction in a Chinese university EMI classroom: A translanguaging perspective. System 114, pages 103024.
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Vincent Greenier, Xiaohua Liu & Yangyu Xiao. (2023) Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom. Applied Linguistics Review 0:0.
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Chili Li. (2023) Exploring L2 Motivational Dynamics Among Chinese EAP Learners in an EMI Context From a Socio-cultural Perspective. SAGE Open 13:2, pages 215824402311727.
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Yasemin Kırkgöz, Vildan İnci-Kavak, Ali Karakaş & Sonia Moran Panero. (2023) Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines. System 113, pages 102982.
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Wenyun Jia, Xuehua Fu & Jack Pun. (2023) How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes. Sustainability 15:6, pages 4895.
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Qi Liu & Sin Wang Chong. (2023) Bilingual education in China: a qualitative synthesis of research on models and perceptions. Applied Linguistics Review 0:0.
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Dylan G Williams. (2023) Trust and translanguaging in English-medium instruction. ELT Journal 77:1, pages 23-32.
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Song Han & Wei Huang. (2023) Reflection on contemporary bilingual education in Chinese higher education with historical perspective. SHS Web of Conferences 153, pages 01004.
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Xiao Lan Curdt-Christiansen. 2023. International Handbook on Education Development in the Asia-Pacific. International Handbook on Education Development in the Asia-Pacific
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Bowen Zhang, Jenna Mittelmeier, Sylvie Lomer & Miguel Lim. (2022) Mismatched expectations of internationalisation: Lived experiences of Chinese returnee academics in an international joint university. International Journal of Chinese Education 11:3, pages 2212585X2211392.
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Fan Fang, Lawrence Jun Zhang & Pramod K Sah. (2022) Translanguaging in Language Teaching and Learning: Current Practices and Future Directions. RELC Journal 53:2, pages 305-312.
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Zhihui Will Jiang, Lawrence Jun Zhang & Naashia Mohamed. (2022) Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students’ Perceptions. RELC Journal 53:2, pages 371-390.
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Xinjie Deng & Zhonggen Yu. (2022) A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education. Sustainability 14:13, pages 7598.
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Bridget Goodman, Assel Kambatyrova, Kamila Aitzhanova, Sulushash Kerimkulova & Andrey Chsherbakov. (2021) Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis. TESOL Quarterly 56:2, pages 713-749.
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Hong Liu & Rining (Tony) Wei. (2022) Chinese University Students’ Attitudes Toward Chinese-English Classroom Code-Switching. Chinese Journal of Applied Linguistics 45:2, pages 254-273.
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Janina Iwaniec & Weihong Wang. (2022) Motivations to enrol in EMI programmes in China: an exploratory study. Applied Linguistics Review 0:0.
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Abu Saleh Mohammad Rafi. 2022. Local Research and Glocal Perspectives in English Language Teaching. Local Research and Glocal Perspectives in English Language Teaching
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Yu Li & Jin Liu. (2021) Translanguaging as a pedagogical practice in Chinese language and (inter)culture courses. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) / The journal of the Chinese Language Teachers Association, USA Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 56:2, pages 89-117.
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Heath Rose, Ernesto Macaro, Kari Sahan, Ikuya Aizawa, Sihan Zhou & Minhui Wei. (2021) Defining English Medium Instruction: Striving for comparative equivalence. Language Teaching, pages 1-12.
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Matt Kessler, Peter De Costa, Daniel R. Isbell & Kasun Gajasinghe. (2021) Conducting a Netnography in Second Language Acquisition Research. Language Learning 71:4, pages 1122-1148.
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Reka R. Jablonkai & Jie Hou. (2021) English medium of instruction in Chinese higher education: a systematic mapping review of empirical research. Applied Linguistics Review 0:0.
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Xiao Lan Curdt-Christiansen, Bin Gao & Baoqi Sun. (2021) How to kill two birds with one stone: EMI teachers’ needs in higher education in China. Applied Linguistics Review 0:0.
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Murod Ismailov, Thomas K. F. Chiu, Julie Dearden, Yukiko Yamamoto & Nigora Djalilova. (2021) Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy. Sustainability 13:22, pages 12642.
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Florence Bonacina-Pugh, Ildegrada da Costa Cabral & Jing Huang. (2021) Translanguaging in education. Language Teaching 54:4, pages 439-471.
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Hans-Joachim Roth, Yasemin Uçan, Sonja Sieger & Christina Gollan. (2021) Stichwort: Implementationsforschung zwischen Intervention und Transfer im Kontext von Mehrsprachigkeit und sprachlicher BildungKeyword: Implementation research between intervention and transfer in the context of multilingualism and language education. Zeitschrift für Erziehungswissenschaft 24:4, pages 775-818.
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Meng Liu & Phan Le Ha. (2021) “We have no Chinese classmates”. Australian Review of Applied Linguistics 44:2, pages 180-207.
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Keith M. Graham, Zohreh R. Eslami & Sara Hillman. (2021) From English as the medium to English as a medium: Perspectives of EMI students in Qatar. System 99, pages 102508.
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Wen Sun 孙雯, Yixi Qiu 邱译曦 & Yongyan Zheng 郑咏滟. (2021) Translanguaging Practices in Local Employees’ Negotiation to create Linguistic Space in a Multilingual Workplace. Círculo de Lingüística Aplicada a la Comunicación 86, pages 31-42.
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Scott Lamanna. (2021) A Qualitative Analysis of Translanguaging by Colombian Migrants in North Carolina. Languages 6:2, pages 64.
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Fan Fang & Yang Liu. (2020) ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua 247, pages 102959.
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Shifang Tang, Manli Long, Fuhui Tong, Zhuoying Wang, Henan Zhang & Kara L. Sutton-Jones. (2020) A Comparative Study of Problem-Based Learning and Traditional Approaches in College English Classrooms: Analyzing Pedagogical Behaviors Via Classroom Observation. Behavioral Sciences 10:6, pages 105.
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Fuhui Tong, Zhuoying Wang, Yue Min & Shifang Tang. (2020) A Systematic Literature Synthesis of 19 Years of Bilingual Education in Chinese Higher Education: Where Does the Academic Discourse Stand?. SAGE Open 10:2, pages 215824402092651.
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Besarion Meskhi, Pavel Ermakov, Svetlana Ponomareva & Olga Fedotova. (2020) Bilingualism in the scientific and educational discourse of China: psychophysiological, organizational and pedagogical aspects. E3S Web of Conferences 210, pages 18046.
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Akhtar, Pratt & Hu. (2019) Sustainability of the Belt and Road Initiative: An Integrated, Conceptual Framework for Instructional Communication in China’s Universities. Sustainability 11:23, pages 6789.
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