Translanguaging, motivation, learning, and intercultural citizenship among EMI students: A structural equation modelling analysis

Supporting students' flexible use of multiple languages (translanguaging) in English medium instruction (EMI) classrooms might affect students' learning motivation, content and language learning, intercultural competence and intercultural citizenship. Such effect of translanguaging remains underexamined due to a predominance of qualitative inquiries in prior studies. In mainland China, 705 university students with EMI learning experiences completed our surveys. Structural equation modelling showed that among these students, those who received teacher translanguaging instruction have better attitudes toward translanguaging (total effect [TE] =.284), greater motivation (TE =.352), and greater engagement (TE =.352). Students with greater motivation reported learning more content (TE =.339). Students with greater engagement reported learning more English (TE =.805) and more content (TE =.470). All of these are linked to greater intercultural competence (flexibility/openness, personal autonomy, and intercultural communication awareness), which in turn is linked to greater intercultural citizenship (respectively, TEs =.327;.313;.297). These findings show multiple paths from teacher translanguaging instruction to intercultural citizenship, raising the possibility of various supports for translanguaging via different paths at multiple levels. The study provides empirical support for teachers and curriculum developers to create EMI learning environments with flexible language ideologies.