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InJAL
International Journal of Applied Linguistics是一本SSCI及A&HCI双检索国际期刊，本刊发表的文章侧重于语言专业知识与语言体验之间的中介作用。旨在提高人们对语言工作方式的认识，了解语言如何影响人们的生活，以及在语言使用和学习的不同领域采取哪些干预措施是可取和可行的。在应用语言学所有可能的领域中，InJAL 主要关注那些与社会中语言使用和学习最密切相关的领域：语言政策，作为政策制定与实践的相互作用；职业语言，作为成人社会化的主要领域；公共话语和媒体中的语言，作为日益全球化和专业化世界中所有其他领域之间的联系；语言和语类之间的翻译，作为多语言和异语言工作社会中默认的交流模式。
Guest Editors
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Translanguaging, Medium of instruction, and L2 Learning Motivation
Executive Guest Editor:
Kevin W. H. Tai
(The University of Hong Kong, Hong Kong)
Co-Guest Editor:
Li Wei
(University College London, UK)
Josh Prada
(University of Groningen, Netherlands)
Yi Wang
(Cardiff University, UK)
Special Issue Information
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As multilingual education programmes expand, concerns about insufficient support for less proficient L2 students in target language medium-of-instruction contexts grow (e.g., Evans, 2009; Hennebry-Leung and Gao, 2022). This question is further complicated when considering the multilingual nature of many post-colonial societies, with different named languages and dialects being often part of regional repertoires. Because of this, the so-called L2 may for many students be an additional language (LX) which enters an already complex linguistic repertoire. In these cases, by shifting the focus from the target language promoted by the teacher to the complex processes experienced/engaged by the learner, L2 medium-of-instruction becomes LX medium of learning. To be clear, LX should not be conceptualised as one single named language, but a process of meaning and knowledge construction that stems from the individual learner’s repertoire and its engagement with contextual processes (which include L2 as medium of instruction). This conceptual shift, which originates in onto-epistemological changes in the fields of SLA and language education, is severely underdeveloped. This special issue seeks to break new paths by exploring its possibilities in relation to motivation.
Studies have shown that L2 students with no prior experience in L2 medium of instruction struggle with language barriers in classroom interactions, content comprehension, and assignments (Tsou and Kao, 2017). Their motivation for learning L2 also varies (Chen and Kraklow, 2015), making adaptation challenging. Cenoz et al. (2014) noted that motivation to learn in L2 may decrease when students must use L2 for content subjects or when the subject matter is unfamiliar or complex. However, research on how L2 learners' adaptation to target language medium-of-instruction environments affects their L2 learning motivation is scarce (e.g., Hennebry-Leung and Gao, 2022). Investigating the relationship between medium of instruction and LX learning motivation is essential for developing strategies to support students' L2 language and content acquisition.
Ample evidence now demonstrates that translanguaging is an effective pedagogical practice for promoting content and language learning in L2 medium-of-instruction settings (Prada, 2021; Tai, 2023; Tai, 2024). However, its impact on students' L2 learning motivation development remains under-explored. Given the complex and dynamic nature of L2 learning motivation (Ushioda, 2019), the relationship between translanguaging practices and motivational development merits further exploration.
Based on the current research landscape in the field of bi/multilingual education, we argue that there is a necessary shift in focus from the medium of instruction to the medium of learning, i.e., from the teacher to the learner. In other words, understanding how L2 students learn is essential due to the motivation challenges faced by English-Medium-Instruction (EMI) and other target-language-only policies and practices. The perspective shift we call for centres learner behaviour, and in doing so restructures hierarchies. Transitioning from a mother-tongue-based instruction environment to an additional-language-as-medium-of-instruction can result in many L2 students being left behind. This is particularly true for learners from socially disadvantaged backgrounds (e.g., Sah and Li, 2022), as not all teachers and students are well-prepared to teach and learn content subjects through the LX, which may hinder students' learning progress.
This special issue, with contributions from leading scholars in the field of multilingual education, aims to advance the conceptualisation of translanguaging and LX learning motivation. Specifically, we are interested in empirical papers that provide data-driven theoretical insights into the role of translanguaging as a significant mediator for students' LX motivational development in learning contexts that adopt LX as the medium-of-instruction. We argue that dynamic and inclusive pedagogical approaches, such as translanguaging, can motivate students' learning of L2 and content knowledge, especially during the transition phases from L1 medium of instruction to L2 medium-of-instruction, and enhance their engagement in learning.
Themes：
We invite articles that address topics such as (but not limited to):
The effective use of multilingual practices or translanguaging in multilingual classrooms in supporting students’ L2 motivational development. Studies can investigate how teachers and students can strategically and appropriately draw on their available modal resources in order to construct meanings in classroom contexts that adopt L2 as the medium-of-instruction.
Teacher professional development in Translanguaging. Research studies can potentially investigate how professional development sessions in translanguaging can help teachers in altering and broadening their views on their pedagogical practices. Authors can also explore the effects of teachers’ professional training on students’ L2 motivational development in classrooms that adopt L2 as the medium-of-instruction.
Approaching existing concepts related to language learning motivation from a translanguaging perspective, and engaging with them critically. Research into this strand can evaluate concepts (e.g., L2-ideal self, L2-ought to self and L2 learning experiences) and extend its contours and nuance to align them with the epistemological bedrock of translanguaging research.
Designing and (or) assessing (existing) L2 motivation tools to incorporate LX as medium of learning.
Submission Information
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Please refer to the Author Guidelines to prepare your manuscript. When submitting your manuscript, please answer the question: "Is this submission for a special issue?" by selecting the special issue title from the drop-down list.
Planned Timeline:
Submission Deadline – 30th of November 2025
Acceptance Deadline – 30th of May 2026
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本文编辑：孙雨 同济大学
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