This study explores Kazakhstani secondary school mathematics teachers’ responsive EMI pedagogies in a context where both students and their teachers are foreign language users of English. This qualitative case study included semi-structured interviews, questionnaires, and documents to shift from teachers’ challenges toward their responsive pedagogies. Our results indicated that teachers’ flexible linguistic stance, language alternation, and constructivist pedagogical content knowledge (PCK) opened up spaces for mathematics content scaffolding. An unexpected finding was that translanguaging pedagogy in Kazakhstan requires us to ask whose language is used, why it is used, and for what purpose. We conclude that teachers’ use of different languages during teaching is like an iceberg of which only a small part is visible. For this reason, we call for further research to show how EMI pedagogy can unintentionally construct certain cultural capital and linguistic identities, which has consequences for Kazakh revitalization and language education in Kazakhstan.
|International Journal of Bilingual Education and Bilingualism
|Submitted - Mar 4 2023