This book offers a critical exploration of definitions, methodologies, and ideologies of English-Medium Instruction (EMI) and contributes to new understandings of Translanguaging as theory and pedagogy across diverse contexts.
These studies include a n.
It brings together a variety of conceptual and empirical studies on Translanguaging in EMI at different educational levels, in a variety of countries, with different approaches to translanguaging, different named languages, and different policies.
This book offers a critical exploration of definitions, methodologies, and ideologies of English-Medium Instruction (EMI) and contributes to new understandings of Translanguaging as theory and pedagogy across diverse contexts