What is Collaborative Ethnography

In this chapter, the authors first define translanguaging, focusing on its descriptive, theoretical, and pedagogical aspects; explicating how it provides opportunities for the negotiation of meaning and the creation of a ‘third meaning,' i.e., thirdness, whilst co-constructing knowledge in English literature classrooms, especially in English medium instruction (EMI) contexts. Based on the understanding that translanguaging can be used as an effective pedagogical resource, the chapter aims to question the ‘E' in EMI in bi-/multilingual EFL settings and to offer the possibility of utilizing all linguistic resources available to learners and instructors to scaffold content-oriented knowledge through a translanguaging lens, which is named as ‘translanguaged EMI.' Adopting a collaborative autoethnographic stance, the chapter presents the authors' experiences of employing a translanguaging lens as two content lecturers teaching at an English language and literature department in a state university in Turkey.