由於全球化的發展，英語授課已被全世界的高等教育視為一種趨勢。Marsh & Laitinen (2005)指出在高等教育的學習領域裡，國際化與英語授課的趨勢息息相關。過去的研究顯示英語授課環境裡仍然需要母語的使用(Huang, 2015; Huang, 2012; Yeh, 2013; Chang, 2010) ，並指出語碼轉換是為最常見的母語使用策略(Yeh, 2013)。然而，鮮少研究針對在英語授課教室裡教師如何在多種語碼間轉換來促進學習。跨語言實踐一詞因涉及語言切換，因此其概念與語碼轉換有部分相似，此研究使用跨語言實踐一詞來強調教師本身的語言使用及其教學目的，因此不完全等同語碼轉換，本研究旨在了解英語授課教師如何利用自身的語言資源，即學生的母語來促進學習與教學。本研究之語料為台灣某研究型大學在工程及創產領域專業課程中，台籍教師以英語對混合語言背景學生授課之實況，針對教師使用翻譯、轉述、語碼轉換、語碼混用、及混合以上兩種等五種跨語言教學策略作為分析架構。研究結果顯示教師們僅使用三種，順序由高至低依序為: 混合(58.2%)、語碼混用(25.8%)、以及語碼轉換 (16%)。此外，本研究也發現混合又分為四種組合: 語碼轉換和轉述、語碼轉換和翻譯、語碼混用和轉述、以及語碼混用和翻譯。
本研究根據英語授課教師之真實跨語言實踐結果設計出一分析程序，實驗結果顯示涵蓋教學策略的跨語言實踐較有助於英語授課學生之學習，因語言的切換並非隨機發生，而是帶有教學之目的。當國際學生不具備本土語言的能力時，不帶有翻譯或轉述之目的的語碼轉換或語碼混用可能會影響學生的理解力。實驗結果亦指出段落性的轉述可能對學科學習較無效率。此研究結果期望能為專業領域英語授課老師提供適當的跨語言教學策略使用參考。

With the development of globalization, English-medium instruction (EMI) has become a trend in academia all over the world. As Marsh & Laitinen (2005) pointed out, internationalization correlates with the trend of using English as the medium for academic learning and teaching in higher education. Previous studies on EMI have indicated the need of using some native language for teaching in the classroom (Huang, 2015; Huang, 2012; Yeh, 2013; Chang, 2010) and suggested that code-switching is one of the most common strategies (Yeh, 2013). Nevertheless, how different languages are used in the EMI classroom to facilitate learning and teaching has not yet been fully explored. The term “translanguaging” is similar to “code-switching” in that they both involve language-shift (García, 2011). However, this study used “translanguaging” to emphasize on the teachers’ language use for teaching purposes, with the purpose of investigating how EMI teachers’ utilized their language resources (i.e., students’ native language) to facilitate teaching and learning. The study analyzed EMI lectures given by Taiwanese instructors to students of mixed native languages in engineering and creative industries in a key university in Taiwan. Five types of translanguaging strategies were proposed to form the coding system: Translating, paraphrasing, code-switching, code-mixing, and mixing of any two types. Only three types were found in the data, ranking from high to low: mixing of the two types (58.2%), code-mixing (25.8%), and code-switching (16%). Besides, four sub-categories of mixing were identified from the mixing type: code-switching + paraphrasing, code-switching + translating, code-mixing + paraphrasing, and code-mixing + translating. An analytical procedure was developed based on the results of the EMI instructors’ translanguaging practices. The results suggest that instructors’ translanguaging practices that involved instructional strategies would benefit EMI learners because the purposeful language-shift realized by translating or paraphrasing between two codes might promote understanding of the content. Simple code-switching or code-mixing without paraphrasing or translating purposes was used to promote fluency of speaking without taking the consideration of students’ understanding of the languages used. The findings of the study may be of use for EMI teachers to develop suitable pedagogical strategies.

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