To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens

Due to the internationalization and marketization of higher education increasing prevalence English as a global language, institutions worldwide have implemented medium instruction (EMI) courses, highlighting necessity examine how languages are chosen practised in EMI courses. With mixed-method triangulation approach, this study collected data through classroom observation, questionnaire survey semi-structured interviews order investigate teachers’ students’ language choices practices classrooms at Chinese university. The results showed that although respondents slightly preferred English-only practice, they found it difficult implement would resort translanguaging practices, confirming an inconsistency between ideologies practices. observation findings revealed adoption for meaning comprehension, terminology explanation translation local elements, while interview three types student participants, i.e. believers, sceptics, inbetweeners, towards practice In contrast, most teachers held favourable stance While participants all regarded facilitators content learning, believed hierarchical relationships do not exist among languages. This carries important implications bridge gap call attention developing from multilingual perspective.