Abstract：In line with the agenda of internationalization and the educational language planning informed by the Belt and Road Initiative, an increasing number of universities in China launched international Master’s degree programs that adopt English and/or Chinese as the medium of instruction. These programs are aimed at attracting international students to pursue postgraduate degrees in China. Whether students can learn the academic Chinese language and discipline-specific content knowledge well is critical for both the quality of the international Chinese-medium-instruction programs and the strategic agenda of promoting the Chinese language as a lingua franca as well as enhancing the status of Chinese-mediated scholarly works in the global academic arena. Nevertheless, there is a paucity of research on the teaching-and-learning status quo of courses in those Chinese-medium-instruction programs. Drawing on translanguaging as the theoretical lens, this article reports a multi-case study on how international students in Chinese-medium-instruction Master’s degree programs translanguage when learning the discipline-specific Chinese for academic purposes and disciplinary knowledge in four departments of a Shanghai university. Our study found that the curriculum design needs to provide adequate support for learning academic Chinese and critically reflect on the global inequality in knowledge production. Meanwhile, translanguaging helps international students with a diversity of life trajectories co-construct an ecosystem of learning that embraces internationalization as facilitated by a multilingual and critical epistemic vision in Chinese universities. Language policy and pedagogy implications are also discussed at the end of the article.
作者简介: 宋旸，女，复旦大学副教授，主要研究方向为教学媒介语、超语实践、跨文化交际、身份认同和高等教育国际化的语言政策等。Angel M. Y. Lin，女，西蒙菲莎大学教授，加拿大一级研究讲座教授，主要研究方向为内容与语言相结合的学习、学术素养、超语实践、课堂分析、语言与身份认同等。
引用本文:
宋 旸，Angel M. Y. Lin. 来华留学生教学语言的超语实践研究[J]. 语言战略研究, 2021, 6(2): 56-66.
Song Yang and Angel M. Y. Lin. A Translanguaging Perspective on the Medium of Instruction for International Students in China. , 2021, 6(2): 56-66.
