Emma Dafouz

The global expansion of English as a medium of education (EME) in higher education has catalysed a rich field of theoretical and methodological innovation. As universities across the world adopt English for teaching and learning, researchers have responded by developing frameworks that nterrogate the linguistic, pedagogical, and epistemological implications of this shift

Against this backdrop, this session will focus mainly on sociolinguistic, ecolinguistic and language policies paradigms, which challenge monolingual assumptions of language learning and instead foreground the fluid, dynamic and strategic use of multiple languages in knowledge construction. Disciplinary literacies theories will also be drawn upon to examine how participants in higher education settings engage with epistemic norms, negotiate power relations and respond to communicative expectations across disciplinary contexts. These conceptual and methodological developments will be illustrated through examples from recent European research projects in which I am/was personally involved (i.e. SHIFT, MCC, TAEC or CLILNetLE), which focus on multilingual pedagogies and internationalised classroom practices and offer diverse empirical insights into how language, content, and disciplinary knowledge are co-constructed in multilingual higher education settings.