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Recent studies have shown that translanguaging as a knowledge-construction process can be utilized to decolonize curricula that privilege English-mediated, class-specific knowledge and foster epistemic justice in educational settings. This study focuses on the process whereby translanguaging was mobilized by teachers, tutors, and international students to decolonialize the English-Medium Instruction (EMI) curriculum on an indigenous discipline in a top-rated Chinese university. Drawing on nexus analysis, this study delineates the ways the implemented EMI curriculum was shaped by two processes/practices: (1) intercultural translation as interdiscursive translanguaging, and (2) Chinese philosophy as an embodied way of life, as witnessed in both the teacher-directed interaction order in the classroom as well as in the dialogic interaction order in tutorial sessions, and mediated through the historical bodies of the participants. The analysis reveals that translanguaging provides valuable transknowledging opportunities that encourage negotiations among a plurality of discipline-specific knowledge systems and the construction of decoloniality-informed knowledge production and learning ecologies situated within the unequal geopolitics surrounding knowledge production; this aligns with translanguaging scholars’ decolonial agenda and contributes to developing an operational definition of “transknowledging” based on extant decolonial studies that emphasized the intertwined relationship between transknowledging and translanguaging in decolonializing the EMI curriculum.

Translanguaging as decoloniality-informed knowledge co-construction: a nexus analysis of an English-Medium-Instruction program in China