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In recent years, the field of language education has witnessed an exponential growth in research examining the intersections of translanguaging and English-medium instruction (EMI). To bring out the agentive and transformative nature of translanguaging in higher education, this study explores bottom-up language policymaking in EMI settings, or more specifically, how translanguaging as a pedagogy of social justice can be enhanced in EMI classrooms that are also highly multilingual. Drawing on ideas such as ‘practiced language policy’ (Bonacina-Pugh Citation2012, Citation2020) and ‘educator as policymaker’ (Menken and García Citation2010), the study was designed as an ethnographically-inspired, multi-case project involving twelve EMI instructors. Data were gathered from curricular documents, classroom observations, and in-depth interviews with each participant. The findings show how the instructors negotiate macro-level EMI policies in their classes and to what extent critical translanguaging is operationalised in this process. To open up spaces for translanguaging in EMI and maximise the social justice potential in these spaces, this paper emphasises the need to be purposeful, accountable, and transparent about the language arrangements in multilingual EMI classrooms: to be explicit when translanguaging may occur, why translanguaging is encouraged, and provide room for students to be part of language decision-making throughout the course.
Sin‐Yi Chang (Wed,) studied this question.