Translanguaging pedagogies and student engagement in English-medium instruction classrooms: A sequential explanatory mixed-methods study

Abstract Despite the widespread adoption of English as a Medium of Instruction (EMI) in Chinese universities, low levels of student engagement in classroom are a persistent issue. As a practical theory of language, translanguaging provides a new perspective for EMI teaching. While the study of translanguaging practices in the second/foreign language classroom has been relatively systematic, the influence of translanguaging pedagogies on student engagement in the context of Chinese universities r