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Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis

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References

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2020‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university

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226 cited

2016Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices207 cited

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2024Translingualism and the formation of identities: A duoethnography of two Korean ELT professionals in higher education8 cited
2025A systematic review of teachers’ translanguaging pedagogies in East Asian tertiary EMI contexts: stance, design, and shifts7 cited
2025A systematic review of research on translanguaging in STEM education6 cited
2025Unfolding University Instructors’ Perspectives on Translanguaging Practices in English Medium Instruction at a Polish University: A Qualitative Analysis4 cited
2025‘For the Dutch-speaking students, I will translate it': code-switching as discretionary transformation of EMI language policy4 cited
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