Titlebook: English-Medium Instruction Translanguaging Practices in Asia; Theories, Frameworks Wenli Tsou,Will Baker Book 2021 The Editor(s) (if applic

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John A. Barry,Roger Kingerlee,Luke Sullivan the number of EMI (English Medium Instruction) courses (Lavankura in J Stud Int Educ 17:663–676, 2013). Furthermore, as English has been officially adopted as the ASEAN lingua franca since 1967 (Kirkpatrick in English as a lingua franca in ASEAN. Hong Kong University Press, Hong Kong, 2010), releva

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The Palgrave Handbook of Management Historyhers in Taiwanese universities, typically with little EMI pedagogical training, need to cope with students speaking different native languages with mixed English proficiency levels. Using multiple languaging resources with other modalities, or known as translanguaging, seems a promising approach to

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https://doi.org/10.1007/978-3-030-28076-5franca influences attitudes to languages other than English. We describe Japanese undergraduates who studied English and Chinese in Taiwan during an 11-month study abroad programme. Following a survey of their translanguaging practices in Japanese (L1), English (L2) and Chinese (L3), we interviewed

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https://doi.org/10.1057/978-1-137-58538-7agency. Through a qualitative case study exploring the perspectives of local and international students in an English-taught program in business in a private university in Taiwan, this chapter explores the use of native languages in classroom interaction in translanguaging practices as well as learn

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id this process we make use of the ROAD-MAPPING framework (Dafouz and Smit in ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan UK, Cham, Switzerland, 2020). This framework provides a structure for drawing out key elements from the chapters and also enable

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