When Structuralism and Post-structuralism Collide: EMI Lecturers’ Monolingual Ideology and Translanguaging Practice

Abstract

Abstract This Chapter activated a post-structuralist translanguaging perspective to investigate the Chinese EMI lecturers’ position and practice as bilingual educators. Data reveal that there was an observed distinction between the Chinese EMI lecturers’ ideology of language and pedagogical practices. In the mainstream the lecturers were not confident with their English capabilities and presented as monolingual advocates evident in their support for English imperialism. Evidence of actioning their translanguaging resources indicated a survival strategy to counter the delays in their cognitive thinking to control the language flow during their lectures. Translanguaging conflicted with their aspirations to be EMI lecturers with ‘native like’ English. The EMI lecturers viewed their own translanguaging behavior as exemplifying deficiencies and inaccuracies. A small group of the lecturers who were fluent in English were open and receptive to translanguaging practices. This group of lecturers, whilst in the minority, drew positively on translanguaging in their EMI teaching to enhance students’ learning and engagement. They confirmed their comfort and confidence integrating both languages in EMI teaching, demonstrating a positive bilingual translanguaging identity. The argument proposed is that translanguaging as a theoretically advanced and politically correct concept is yet to be positively accepted and extensively practiced in EMI programs.

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