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To Impart Knowledge or to Adhere to Policy: Unpacking Language Ideologies and Practices in Chinese EMI Courses through a Translanguaging Lens

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Title: To Impart Knowledge or to Adhere to Policy: Unpacking Language Ideologies and Practices in Chinese EMI Courses through a Translanguaging Lens
Language: English
Authors: Fan Fang (ORCID 0000-0002-4210-9042), Lianjiang Jiang (ORCID 0000-0002-6662-5332), Junhong Yang
Source: Language Teaching Research. 2026 30(4):2236-2265.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 30
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Language of Instruction, English (Second Language), Higher Education, Universities, Code Switching (Language), Teacher Attitudes, Student Attitudes, College Students, College Faculty, Content and Language Integrated Learning, Ideology, Language Attitudes
Geographic Terms: China
DOI: 10.1177/13621688231183771
ISSN: 1362-1688
1477-0954
Abstract: Due to the internationalization and marketization of higher education and the increasing prevalence of English as a global language, higher education institutions worldwide have implemented English medium instruction (EMI) courses, highlighting the necessity to examine how languages are chosen and practised in EMI courses. With a mixed-method triangulation approach, this study collected data through classroom observation, questionnaire survey and semi-structured interviews in order to investigate teachers' and students' language choices and practices in EMI classrooms at a Chinese university. The questionnaire results showed that although the respondents slightly preferred English-only practice, they found it difficult to implement it and would resort to translanguaging practices, confirming an inconsistency between language ideologies and language practices. The observation findings revealed the adoption of translanguaging for meaning comprehension, terminology explanation and translation of local elements, while interview findings revealed three types of student participants, i.e. believers, sceptics, and inbetweeners, towards translanguaging practice in EMI courses. In contrast, most of the teachers held a favourable stance towards the English-only practice in EMI courses. While the participants all regarded translanguaging practices as facilitators for language and content learning, they believed that hierarchical relationships do not exist among languages. This study carries important implications to bridge the gap between language ideologies and language practices and call for attention to developing language practice from a multilingual perspective.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502922
Database: ERIC
FullText Text:
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  Data: To Impart Knowledge or to Adhere to Policy: Unpacking Language Ideologies and Practices in Chinese EMI Courses through a Translanguaging Lens
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  Data: <searchLink fieldCode="AR" term="%22Fan+Fang%22">Fan Fang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4210-9042">0000-0002-4210-9042</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lianjiang+Jiang%22">Lianjiang Jiang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6662-5332">0000-0002-6662-5332</externalLink>)<br /><searchLink fieldCode="AR" term="%22Junhong+Yang%22">Junhong Yang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(4):2236-2265.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/13621688231183771
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  Data: 1362-1688<br />1477-0954
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  Label: Abstract
  Group: Ab
  Data: Due to the internationalization and marketization of higher education and the increasing prevalence of English as a global language, higher education institutions worldwide have implemented English medium instruction (EMI) courses, highlighting the necessity to examine how languages are chosen and practised in EMI courses. With a mixed-method triangulation approach, this study collected data through classroom observation, questionnaire survey and semi-structured interviews in order to investigate teachers' and students' language choices and practices in EMI classrooms at a Chinese university. The questionnaire results showed that although the respondents slightly preferred English-only practice, they found it difficult to implement it and would resort to translanguaging practices, confirming an inconsistency between language ideologies and language practices. The observation findings revealed the adoption of translanguaging for meaning comprehension, terminology explanation and translation of local elements, while interview findings revealed three types of student participants, i.e. believers, sceptics, and inbetweeners, towards translanguaging practice in EMI courses. In contrast, most of the teachers held a favourable stance towards the English-only practice in EMI courses. While the participants all regarded translanguaging practices as facilitators for language and content learning, they believed that hierarchical relationships do not exist among languages. This study carries important implications to bridge the gap between language ideologies and language practices and call for attention to developing language practice from a multilingual perspective.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language of Instruction
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