Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines
Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines
The adoption of English-medium-instruction in higher education is a strategic response to the internationalisation of higher education and an attempt to alleviate concerns about graduate employability and academic reputation. Policy-makers tend to favour ‘English-only’ approaches to content teaching, although imposing monolingual perspectives on bi/multilingual staff and students has been perceived as threatening to local languages and is often detrimental to students' learning. Therefore, this study explores the functions and effects of the linguistic practices emerging from situated interactions in Turkish EMI settings and contributes to our understanding of L1 use in EMI. In particular, it investigates how translanguaging practices respond to different learning and interaction needs within and across the specific communicative norms, pedagogical practices and literacy demands of different disciplines, given that not enough research has begun to consider disciplinary influences in EMI classrooms yet. The data obtained through audio-recordings and classroom observations were analysed via Conversation Analysis with a focus on disciplinary interaction-design mechanics. The study evinces that, although there are both similarities and differences in the programmes studied, translanguaging is a critical part of classroom practices and that most students and lecturers use them strategically to varying degrees and for various functions based on the nature of the disciplinary needs. It offers important implications for stakeholders in Turkish universities and other emerging EMI contexts as to how translanguaging could be effectively integrated as a critical learning/teaching tool into specific disciplinary curricula and into the design of EMI staff training programmes.
Conversation analysis, Disciplinary literacy, English-medium instruction, Higher education, Translanguaging
Kırkgöz, Yasemin
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İnci-Kavak, Vildan
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Karakaş, Ali
4042be02-2124-46ad-adc8-7456f7685e73
Moran Panero, Sonia
ed8406bd-916f-4da2-9227-26a93e352408
1 April 2023
Kırkgöz, Yasemin
0bc2a944-b098-4bb3-9525-6451b0d082aa
İnci-Kavak, Vildan
837cd538-d178-4e0b-8007-1519dbaf7b84
Karakaş, Ali
4042be02-2124-46ad-adc8-7456f7685e73
Moran Panero, Sonia
ed8406bd-916f-4da2-9227-26a93e352408
Kırkgöz, Yasemin, İnci-Kavak, Vildan, Karakaş, Ali and Moran Panero, Sonia
(2023)
Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines.
System, 113, [102982].
(doi:10.1016/j.system.2023.102982).
Abstract
The adoption of English-medium-instruction in higher education is a strategic response to the internationalisation of higher education and an attempt to alleviate concerns about graduate employability and academic reputation. Policy-makers tend to favour ‘English-only’ approaches to content teaching, although imposing monolingual perspectives on bi/multilingual staff and students has been perceived as threatening to local languages and is often detrimental to students' learning. Therefore, this study explores the functions and effects of the linguistic practices emerging from situated interactions in Turkish EMI settings and contributes to our understanding of L1 use in EMI. In particular, it investigates how translanguaging practices respond to different learning and interaction needs within and across the specific communicative norms, pedagogical practices and literacy demands of different disciplines, given that not enough research has begun to consider disciplinary influences in EMI classrooms yet. The data obtained through audio-recordings and classroom observations were analysed via Conversation Analysis with a focus on disciplinary interaction-design mechanics. The study evinces that, although there are both similarities and differences in the programmes studied, translanguaging is a critical part of classroom practices and that most students and lecturers use them strategically to varying degrees and for various functions based on the nature of the disciplinary needs. It offers important implications for stakeholders in Turkish universities and other emerging EMI contexts as to how translanguaging could be effectively integrated as a critical learning/teaching tool into specific disciplinary curricula and into the design of EMI staff training programmes.
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TranslanguagingpracticesinTurkishEMIclassrooms
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Accepted/In Press date: 3 January 2023
e-pub ahead of print date: 2 February 2023
Published date: 1 April 2023
Additional Information:
Funding Information:
We would like to thank the British Council for funding this project, as well as the blind peer reviewers who provided valuable comments and constructive feedback on earlier drafts of the paper.
Publisher Copyright:
© 2023 Elsevier Ltd
Keywords:
Conversation analysis, Disciplinary literacy, English-medium instruction, Higher education, Translanguaging
Identifiers
Local EPrints ID: 476724
URI: http://eprints.soton.ac.uk/id/eprint/476724
ISSN: 0346-251X
PURE UUID: abaa20a6-93ab-48f7-a5bd-ff7c94db6809
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Date deposited: 12 May 2023 16:41
Last modified: 17 Mar 2024 03:48
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Contributors
Author:
Yasemin Kırkgöz
Author:
Vildan İnci-Kavak
Author:
Ali Karakaş
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