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New norms of linguistic ideology and practices emerged as English grows in higher education in non-English speaking countries. English Medium Instruction (EMI) has been formalised by overlooking the role of other (e.g. native) languages in knowledge construction and communication. This study investigates STEM (Science, Technology, Engineering, and Mathematics) teachers’ and students’ language-related ideologies about translanguaging at a private university in Bangladesh where English has been adopted as an instructional medium. The participants of this study include 6 university teachers and 10 students from STEM background. In-depth interviews with teachers and students reveal that, while English has been used as the official language for instruction, translanguaging has been highlighted for its purposeful use and significance in STEM classrooms, primarily in the construction of knowledge, communication, and scientific meaning-making. The findings of the study also shed light on the mismatch between macro-level English-only monolingual language policy adoption driven by contemporary ideologies associated with English, and micro-level stakeholders’ ideologies of translanguaging in STEM pedagogy. This study, therefore, argues for a change in the way of looking at bilinguals’ language practices and embracing the linguistic rights and reality for more flexible and inclusive language policy in higher education.
Rahman et al. (Thu,) studied this question.