Students' Perspectives and Attitudes Toward EMI and Translanguaging
English-medium instruction (EMI) is expanding worldwide, with China and Spain playing an increasingly active role in its implementation. While EMI promotes internationalization and academic development, few studies compare contexts across countries. Drawing on interview data, this qualitative study...
| Autores: | , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2025 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositório: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglês |
| OAI Identifier: | oai:ddd.uab.cat:322707 |
| Acesso em linha: | https://ddd.uab.cat/record/322707 https://dx.doi.org/urn:doi:10.1111/ijal.70056 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Attitudes Translanguaging Cross-country contexts English-medium instruction (EMI) |
| Resumo: | English-medium instruction (EMI) is expanding worldwide, with China and Spain playing an increasingly active role in its implementation. While EMI promotes internationalization and academic development, few studies compare contexts across countries. Drawing on interview data, this qualitative study examines students' attitudes toward EMI and translanguaging in China and Spain. Findings reveal generally positive views of EMI, though Chinese students faced more difficulties due to lower English proficiency. Both groups showed neutral-to-positive attitudes toward translanguaging but preferred limited L1 use. Chinese participants were stricter about avoiding L1 to improve English. The study offers implications for adopting flexible, inclusive language policies that enhance learning and promote linguistic equity in multilingual EMI settings. |
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