Translanguaging in English-medium instruction (EMI): Examining English literature content classrooms

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 two or more languages. Within this perspective using linguistic ethnography as the framework, case study examines practices used by instructor students English literature classrooms how/whether these mediate learning when multilingual resources are for pedagogical purposes. The data comes from researcher, instructor, observing recording their content an Literature department, namely Contemporary British Novel Discourse Analysis courses. These observations recordings were analysed a lens to identify instructor’s input students’ output terms of display repertoires (the language instruction) Turkish shared classroom). results provide implications research practice, offerings suggestions might be adopted classrooms.