Sessions /
Exploring translanguaging for EMI university classes #1288

Advanced English-language programs in Japanese universities outside of mandatory English classes can provide students enhanced learning opportunities through English medium-instruction (EMI) classes. EMI classes are believed to give students content knowledge and exposure to English that they might not have in their daily lives outside of the classroom. It compels them to interact with fellow students and teachers and engage in discourse that prepares them for real-world communication. However, researchers have raised concerns about the effect of students’ language proficiency on their learning as seen in a lack of engagement or interest among lower-proficiency learners which demonstrates how English-only instruction could be an issue (Tsuneyoshi, 2005; Brown, 2015; Sauzier-Uchida, 2017). Recent changes in perspectives in EFL have begun to acknowledge that the students’ L1 has value and a role in EMI settings. Applying a translanguaging approach may be a solution for improving student engagement and performance (Yamauchi, 2018 and Bartlett, 2018). The presenter will share her experience in teaching advanced English courses, highlighting the need to rethink the role of the students’ L1, i.e. Japanese, as a pedagogical tool that can facilitate comprehension and learning in EMI classes. She will discuss considerations for introducing translanguaging strategies that support successful language learning in these classes and will offer suggestions on their strategic and judicious use in class activities.