Abstract
This chapter brings to the fore the complexities regarding the controversial role of languages in the processes of mediation and translanguaging between the L2 and the L1 in the implementation of English-Medium Instruction (EMI) in Higher Education (HE). Drawing on qualitative research methods, data collection was based on semi-structured interviews addressed to two separate groups of participants: (1) lecturers involved in the EMI programme, who delivered their courses in English, and (2) teachers involved in a “soft” EMI programme, called the English Friendly Catalogue. The perspective of these groups on the mediation processes which are necessary to implement EMI was analysed and confronted regarding two main dimensions: preparation of teaching materials in English and delivering the classes in English. Results evinced more linguistic training is needed to support teachers in these two dimensions and to understand the benefits of translanguaging. Incidentally, EMI programmes seem to have contributed to developing monolingual ideologies as well as language separation between bilingual and non-bilingual teachers and students.
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Notes
- 1.
“REMARE-EMI : Repository of Materials and Resources for English-Medium Instruction” (2019–2021). Innovation teaching project granted by the UCLM’s Vice-Rectorate for Teaching.
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Funding
This work has been supported by the University of Castilla-La Mancha. We would like to thank this institution for their financial support through the programme “Plan Propio de Investigación” [2018/11744], cofounded by the European Regional Development Fund (FEDER, UE).
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de Diezmas, E.N.M., Barrera, A.F. (2021). Translanguaging and Language Mediation in EMI Contexts: Emotional Stances and Translation Issues. In: Escobar, L., Ibáñez Moreno, A. (eds) Mediating Specialized Knowledge and L2 Abilities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-87476-6_2
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