Abstract

The past few decades have witnessed a growing interest in using English as a Medium of Instruction (EMI), especially in higher education. Although the English language has rapidly shifted from being taught as a foreign language to becoming a medium of instruction, empirical research in this area is still limited in the context of the Middle East and North Africa (MENA), especially in Saudi Arabia. Therefore, the present case study explores translanguaging in the EMI classroom. The study used semi-structured interviews to investigate teachers’ perceptions and practices regarding translanguaging, the rationale behind such practices, and the pedagogical effect of implementing translanguaging practices. The data was collected from five university professors majoring in medicine, physics, electrical engineering, and computer science using purposive sampling. It was analyzed using thematic qualitative analysis. The findings show that the participants generally have a positive attitude toward translanguaging, as it was triggered by students’ limited language proficiency and the contextual and psychological situation of the students in the classroom. The results also indicate that it facilitates content comprehension and aids in raising student engagement and reducing language anxiety. Consequently, adopting translanguaging strategies in EMI classrooms with caution is recommended to provide a wealth of advantages and chances for students’ linguistic growth, engagement, and academic success. Professional development programs and assessments of students’ needs are necessary to ensure the prudent use of translanguaging in class and improve EMI classrooms.

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