Translanguaging as sociolinguistic infrastructuring to foster epistemic justice in international Chinese-medium-instruction degree programs in China.

While extensive studies have been devoted to English-medium-instruction programs as a major strategy of internationalization, there is a paucity of research on the content-and-language learning experiences of international students enrolled in non-English-medium-instruction programs in the Asia-Pacific region. Drawing on the notions of translanguaging and sociolinguistic infrastructuring, the present study investigates translanguaging among instructors and international students in Chinese-medium-instruction (CMI) postgraduate programs in the humanities and social sciences departments in a top university in China. Content analysis of student and instructor interviews reveals that despite the monolingual language policy that governs the medium of instruction for international degree programs at the institutional level, translanguaging serves as sociolinguistic infrastructuring to support some international students' active participation in knowledge construction, as well as to negotiate tensions imposed by epistemic injustice inherent in disciplinary histories in Chinese academia and the enacted CMI curricula. It is argued that, as a defining feature of translanguaging, sociolinguistic infrastructuring highlights the agentive role of both teachers and international students, who coordinate and navigate distributed and diverse material-semiotic conditions, which can be used to foster a decolonial space for knowledge construction in CMI programs. Pedagogical and curriculum design implications are discussed at the end of the article. [ABSTRACT FROM AUTHOR]

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