Teachers' Attitudes towards Translanguaging Practices in EMI Classrooms

Abstract

Driven by internationalization and the global dominance of English in academic and professional contexts, the use of the English language as a medium of instruction (EMI) to teach subject matter has been attracting great attention in higher education worldwide over the past two decades. In Algerian universities, however, the expansion of EMI has raised several linguistic and pedagogical challenges, particularly in multilingual assrooms where both teachers and students rely on more than one language to facilitate communication and comprehension. In this context, translanguaging practices have emerged as a supportive pedagogical strategy in EMI settings. The present study aims to explore teachers’ attitudes towards translanguaging practices in EMI settings at the Biology Department of Mila University. It also seeks to explore the challenges associated with the implementation of translanguaging in EMI classrooms. Out of the identified problems, five research questions were formulated: (1) What are teachers’ attitudes towards translanguaging practices in EMI settings at the Biology Department of Mila University? (2) To what extent do teachers use translanguaging practices in EMI classrooms? (3) How do teachers perceive the usefulness and effectiveness of translanguaging practices in EMI settings? (4) What challenges do teachers encounter when implementing translanguaging practices in EMI classrooms? (5) How does translanguaging contribute to teaching and learning in EMI biology lassrooms? In an attempt to answer these research questions, a descriptive research design that combines quantitative and qualitative approaches was adopted. A total of 39 biology teachers at Mila University were purposively sampled through administering a structured questionnaire in order to collect data regarding their attitudes, ractices, and perceptions of translanguaging in EMI contexts. The results revealed generally positive attitudes towards translanguaging practices despite various challenges related to scientific terminology, language demands, and the effective implementation of such practices in EMI classrooms. Overall, the study concludes that translanguaging can serve as a supportive pedagogical strategy in multilingual EMI settings when used in a balanced and organized manner. Accordingly, several pedagogical recommendations are suggested to upport its effective use in Algerian higher education.