Evaluating methodological features of research on translanguaging pedagogy in English Medium Instruction (EMI)

Research on translanguaging has gained momentum in recent years. However, there is little literature systematically documenting the research methodologies of translangaging pedagogy employed for carrying out this line of research in English Medium Instruction (EMI) contexts. Thus, we made an attempt to examine studies on translanguaging pedagogy in EMI from 2014 to 2024. Utilising a qualitative meta-synthesis approach, we analysed 10 empirical studies through systematic searches in the Web of Science Core Collection and the Scopus database. Findings revealed a predominance of qualitative methodologies, such as case studies and thematic analysis, with data collected via semi-structured interviews, classroom observations, surveys, and student artifacts. These studies largely concentrated on Asian contexts and at the tertiary level, exploring teachers’ and students’ translanguaging perceptions and strategies in EMI classrooms. Despite the depth provided by qualitative approaches, the review identified a lack of quantitative and mixed-methods research in this field. The absence of research frameworks and contextual diversity highlights gaps in the field. The paper, therefore, concludes with recommendations for more research using multiple methodologies to explore translanguaging pedagogies in different EMI contexts and specific EMI subjects, as well as potential research objectives and research fields.