To date the research narrative about L2 identities has been dominated by studies on English language learning in the Anglosphere and very little existing empirical work situates the Global South as a point of departure to explore aspirations for learning languages other than English amongst international students and migrants. This article adopts…

Pairing affect theory with raciolinguistic perspectives, this study examines the racialized and embodied identities of second-generation Chinese American heritage language learners. Drawing on the data collected through in-depth interviews, the study observes that second-generation Chinese Americans' affective experiences, such as their racialized…

In the field of English medium instruction (EMI), multilingual research approaches are crucial to carrying out effective and ethically responsible research, because EMI policies and practices are inherently multilingual. This paper is a partial replication study that adopts a 'researching multilingually' analytical framework to interrogate the…

While translanguaging has gained increasing recognition as a multiliteracy pedagogy in English-medium instruction (EMI) education, research exploring its implementation in STEM classroom contexts remains limited. Furthermore, the interplay of EMI teachers' professional identities and their instructional strategies has received little attention.…

This paper reports a qualitative study of what constitutes an ideal EMI classroom from the perspective of university students. Data were collected through in-depth interviews with 26 university students from various disciplines at a large public university in China. The analysis reveals three core themes, which were perceived to be integral to an…

Informed by a combined framework of 'translanguaging' and 'epistemic injustice', this paper examines how a group of teachers and students from diverse linguistic and cultural backgrounds negotiated their knowledge participation through translanguaging in an English medium instruction (EMI) degree program at a Chinese university. Data were…

To promote English learning is an alleged benefit of implementing English-medium-instruction (EMI). However, English learning is supposed to occur incidentally in most EMI contexts. From the linguistic-ecological perspective, incidental language learning is premised on two conditions: linguistic inputs are perceived by learners as affordances,…

This article presents findings from the global literacy project, Critical Connections: Multilingual Digital Storytelling (MDST), which provides a means of nurturing and reflecting multiliteracies in practice. It recognises the power of storytelling and the space stories offer both for self-representation and for engaging with otherness. It draws…

This article examines colonial language policies and practices at the government Central School, Hong Kong--the so-called Eton of the East--in the second half of the nineteenth century. The article, which draws on a range of unpublished primary sources, seeks to enhance our knowledge of an important episode in Hong Kong's educational history and,…

A group of 20 British-born Chinese children aged 12 to 14 were examined in terms of ability to use their mother tongue and of social network structures. One finding is that, to make community language education more effective, parents and children should be brought closer together socially. (Contains 46 references.) (Author/LB)