The paper measures the impact of the developed approach to teaching the translation theory, using the psycholinguistic features of the English language. The factor analysis validation framework was used to control the data of this study. 190 s-year students from Xxx University majoring in translation studies were surveyed. The results of the…

How teacher development can be fostered has always been a primary concern within educational research. While researchers have repeatedly emphasized the use of dialogue as a useful means of fostering learning, little detailed investigation has been conducted to explicate the role of dialogic reflection in teacher learning and how it can be…

Higher education institutions in the Philippines are directed to teach mathematics in only English or Filipino, implying that code-switching for instruction is neither promoted nor encouraged despite teachers' and students' multilingualism. This is true for other multilingual countries with English as an official language. However, literature…

This article theorizes translanguaging as a space of simultaneity to analyze how teachers use translanguaging to create a multilingual classroom space and engage students with their multilingual identities and epistemologies in the classroom. The data in this article are drawn from an ethnographic study of language policies and practices in a…

Recently, translanguaging has begun challenging and replacing English-only policies in English-medium instruction (EMI) contexts, advocating that bi/multilingual learners may better internalise information in two or more languages. Within this perspective and using linguistic ethnography as the framework, this case study examines the…

This paper argues that reading English Medium Instruction (EMI) as a performative technology of acceleration in the highly competitive conditions of today's global higher education (HE) contexts is one way to gain insights into present-day realities of EMI orientations, experiences, and practices. In so doing, it examines the interplay of EMI, HE,…

This book brings together current research on the impact of affective factors on learning in English-medium instruction (EMI), exploring both student and teacher perspectives. With the number of EMI programs rapidly increasing around the world, it offers a timely investigation into the affective dimension in these settings to provide a better…

English Medium Instruction (EMI), the educational practice where subject contents are taught via English to students whose native language is other than English, has been gaining momentum as with the continuous internationalization processes of universities. Learners' motivation towards EMI is a central research topic with its potential impact on…

Language plays a crucial role in education; yet, while issues of language are undoubtedly relevant to all teachers, school-level language policies, which aim to provide explicit guidance underpinned by a clear set of principles, are too often conspicuous by their absence. In a range of educational contexts around the world it has been found that…

The notion of multilingual students' first language has been advocated as a resource in mathematics learning for some time. However, few studies have investigated how implementing students' L1 in the teaching practice impacts multilingual students' mathematics learning opportunities. Based on a 9-month-long ethnographic study conducted in Iran, we…

This paper develops the notion of epistemic exclusion as a way of exploring the different types of silence and silencing that happen in English medium Rwandan classrooms. By focusing on classroom observations of teachers' pedagogic practices and the ways in which girls interact in the classrooms, we demonstrate how experiences of epistemic…

Bilingual teachers of Color navigate many in-between spaces as they forge hybrid teacher identities; Chicana feminist scholars have referred to these crossroads between cultural ideologies, values, and beliefs as spaces of "nepantla." In this qualitative case study, we analyzed the work of 31 teachers from two cohorts of multilingual…

Translanguaging pedagogies support multilingual students by activating prior knowledge, integrating home languages and cultures, and utilizing multimodal learning. However, as equity-oriented pedagogies, they redress long-standing practices of denying students access to their home languages or demanding a strict separation of their interwoven…

Approximately five million students in US public schools have a home language other than English and are actively learning English (National Center for Education Statistics, 2020), indicating that a large number of students could be considered emergent bilingual (EB). Although measuring student skills in English may be informative, it does not…

This study addresses the status and conduct of the Arab lecturer in Jewish-Hebrew academia in Israel, and how this impacts Arab students. The study is conducted through the self-research of a case study, in light of my having served as an Arab lecturer in Hebrew academia for more than two decades. The case study is based on my students' written…