Translanguaging as an inclusive approach to English medium instruction

English as a medium of instruction (EMI) has expanded students' exposure to English in many countries where it is not the dominant language and has served as a means of opening internationalization opportunities for students from these communities. However, the spread of EMI has been criticized for maintaining local and global inequalities (Phillipson, 2008; Piller, 2016), and concerns have also been raised regarding the quality of student learning in environments where EMI is used (Macaro et al., 2018; Cho, 2012).This article analyzes the potential of translanguaging as an appropriate pedagogy in culturally and linguistically diverse settings, presenting Mexico and Australia as examples. By leveraging the natural linguistic resources of multilinguals, we argue that translanguaging enables students to access key curriculum content. Furthermore, it is suggested that translanguaging pedagogy serves as a counter to linguistic hegemony and its detrimental effect on linguistic diversity and social justice.