Abstract
The English as a medium of instruction (EMI) policy does not seriously consider teachers’ beliefs on the choice of English for their academic practices, objectives, and challenges in Iraqi universities. However, disciplinary discourses have become more translingual in academic settings across Iraq. This study investigated teachers’ beliefs around translanguaging (English and Arabic) university mathematics and how it can be enacted in their pedagogic practices within their naturalistic sites. The data comprised interviews, classroom observations, and documentary analysis of Google Classroom-based teaching and assessment materials. Following the thematic analysis, English was not identified as the only hub around which mathematics revolves in theory and practice, but rather mathematics discourses are more translanguaged and multi-semioticised as part of the individuals’ local meaning-making and knowledge-construction practices. The study also addresses beliefs against adopting an unspecific top-down EMI policy along with several recommendations for better EMI provision in the future.
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