From the perspective of translanguaging and instruction theories, this Open Access book examines Chinese English Medium Instruction (EMI) lecturers' linguistic and pedagogical characteristics. This book demonstrate that 'English' in EMI is not a monolingual issue and EMI lecturers have applied their bilingual advantages to systematically and strategically advance their pedagogy practices through a translanguaging process.

This book reflects upon EMI lecturers' culture-imbedded teaching and learning philosophies and explores the implications of local classroom practices, such as topic-centered instruction and teacher presentation through demonstration. This book argues that EMI teaching is not an approach that can reach universal consent across linguistic, cultural and educational systems; it is an approach that is exclusively contextualised in the lecturers' closely related cultural and educational system, and restricted by the available resources.

This is an open access book.

This book is open access, which means that you have free and unlimited access Contributes to the improvement of English Medium Instruction in Asia Offers an in-depth discussion and theorisation of English Medium Instruction practices

Autorentext

Jinghe Han is a Professor in Language Education at the Centre for Educational Research within the School of Education, Western Sydney University. Her research areas include bilingual language teacher education, translanguaging and English as a Medium of Instruction. She is the author of the books Theorising Culture - A Chinese Perspective, Post-lingual Pedagogy: Hanzi Method. Jinghe is also actively researching the pedagogy of HDR teaching. She is the co-author of the book Pedagogies for Internationalising Research Education and has successfully supervised over 50 HDR students to completion in the past ten years.

Inhalt
Chapter 1: English Medium Instruction: Expanding Notions of English Hegemony and Colonization.- Chapter 2: Conceptualization of English Medium Instruction.- Chapter 3: Pedagogical Position and Instructional Practice in EMI Teaching.- Chapter 4: Chinese EMI Lecturers' Engagement Strategies.- Chapter 5: Cross-linguistic Influence: Bilingual EMI Lecturers' English and Chinese Entwined.- Chapter 6: Pragmatic Transfer: Reflecting on the Use of EMI Lecturers' Pragmatic Markers.- Chapter 7: When Structuralism and Post-structuralism Collide: EMI lecturers' Monolingual Ideology and Translanguaging Practice.- Chapter 8: The Research on English Medium Instruction and a Proposed Constructivist EMI Teaching Framework.