Part 1: Theory, Research And Policy -- Chapter 1. Translanguaging as a Glocalized Strategy for EMI in Asia -- Chapter 2. English as a Lingua Franca, Translanguaging and EMI in Asian Higher Education: Implications for Pedagogy -- Chapter 3. Translanguaging and English-Within-Multilingualism in The Japanese EMI Context -- Chapter 4. Translanguaging and Language Policy in Thai Higher Education EMI Programmes -- Part 2: Classrooms and Lectures’ Practices and Perspective -- Chapter 5. Translanguaging Strategies for EMI Instruction in Taiwanese Higher Education -- Chapter 6. Strategic Use of L1 in Chinese EMI Classrooms: A Translanguaging Perspective -- Part 3: Classrooms and Students’ Practices and Perspectives -- Chapter 7. Translanguaging Practices in EMI Settings from the Perspective of Student Agency: An Example from Vietnamese Higher Education -- Chapter 8. “I Forgot the Language”: Japanese Students’ Actual Multilingual Selves and Translanguaging Challenges as English Majors in Taiwan -- Chapter 9. Translanguaging in EMI Higher Education in Taiwan: Learner Perception and Agency -- Part 4: Conclusion -- Chapter 10. Conclusion: EMI and Translanguaging in Asia Through The ROAD-MAPPING Lens.

This book examines translanguaging pedagogy in Asia’s English-medium instruction (EMI) higher education. It presents an overview of concepts and common issues, and case studies from specific contexts in Asia. The book first interrogates macro-level English-medium instruction policies and implementation from English as a lingua franca (ELF) perspectives. Following this, implications of English as a lingua franca on English-medium instruction pedagogy will be explored, with a theoretical framework of 'translanguaging pedagogy' developed. The book concludes with a discussion on translanguaging and how the concept contributes to English-medium instruction in Asia. Through the book, the content focuses on the specificity of each Asian English-medium instruction context from a translanguaging lens. English-medium instruction policies and translingual practices from China, Japan, Taiwan, Thailand, and Vietnam are explored, and opportunities and challenges related to translanguaging pedagogy in Asian English-medium instruction classrooms are examined.