ABSTRACT

New norms of linguistic ideology and practices emerged as English grows in higher education in non-English speaking countries. English Medium Instruction (EMI) has been formalised by overlooking the role of other (e.g. native) languages in knowledge construction and communication. This study investigates STEM (Science, Technology, Engineering, and Mathematics) teachers’ and students’ language-related ideologies about translanguaging at a private university in Bangladesh where English has been adopted as an instructional medium. The participants of this study include 6 university teachers and 10 students from STEM background. In-depth interviews with teachers and students reveal that, while English has been used as the official language for instruction, translanguaging has been highlighted for its purposeful use and significance in STEM classrooms, primarily in the construction of knowledge, communication, and scientific meaning-making. The findings of the study also shed light on the mismatch between macro-level English-only monolingual language policy adoption driven by contemporary ideologies associated with English, and micro-level stakeholders’ ideologies of translanguaging in STEM pedagogy. This study, therefore, argues for a change in the way of looking at bilinguals’ language practices and embracing the linguistic rights and reality for more flexible and inclusive language policy in higher education.

摘要

随着英语在非英语国家高等教育中的发展，出现了新的语言意识形态和实践规范。通过忽略其他（例如母语）语言在知识构建和交流中的作用，英语中级教学（EMI）已经正式化。本研究调查了孟加拉国一所私立大学的 STEM（科学、技术、工程和数学）教师和学生的语言相关意识形态，该大学采用英语作为教学媒介。本研究的参与者包括 6 名大学教师和 10 名来自 STEM 背景的学生。对教师和学生的深入采访表明，虽然英语已被用作官方教学语言，但跨语言因其在 STEM 课堂中的目的性和重要性而受到重视，主要是在知识的构建、交流和科学意义的构​​建中。该研究的结果还揭示了由与英语相关的当代意识形态驱动的宏观层面的仅英语单语语言政策采用与微观层面利益相关者在 STEM 教育学中的跨语言意识形态之间的不匹配。因此，本研究主张改变看待双语者语言实践的方式，并接受语言权利和现实，以在高等教育中实现更灵活和包容的语言政策。和微观层面利益相关者在 STEM 教育学中的跨语言意识形态。因此，本研究主张改变看待双语者语言实践的方式，并接受语言权利和现实，以在高等教育中实现更灵活和包容的语言政策。和微观层面利益相关者在 STEM 教育学中的跨语言意识形态。因此，本研究主张改变看待双语者语言实践的方式，并接受语言权利和现实，以在高等教育中实现更灵活和包容的语言政策。