This study investigates the functions of translanguaging in knowledge construction in English-medium-instruction(EMI)learning and the influencing factors.It employs"moment analysis"and"interpretative phenomenological analysis"to analyze the qualitative data including video-assisted classroom observations,semi-structured interviews,and students'reflective journals.The findings show that the participants'translanguaging in EMI classrooms achieves three primary purposes:expanding cognitive frameworks,stimulating active learning,and cultivating confidence and a sense of security.Moreover,the translanguaging practices are mainly influenced by social environment and disciplinary cultures,educational resources and learning styles,and language use ideology.Through translanguaging practices,the teachers and students activate multilingual and multicultural cognitive resources both inside and outside the classroom,effectively transforming the English-only classroom into a translanguaging space of multilingual and multicultural interaction.
English-medium-instruction degree programtranslanguagingmultilingual and multicultural resourcesknowledge construction
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