This chapter illustrates the research potential of the ROAD-MAPPING framework as it argues for possibilities of using the framework for investigations into English-medium Education in Multilingual University Settings (EMEMUS). By way of exemplification, two research focal points are foregrounded: participant expectations and evaluations of relevant educational practices, on the one hand, and, on the other, English-medium classroom discourse. For these two investigative areas, four finished studies (Baker & Hüttner in Journal of Multilingual and Multicultural Development 38(6): 501–516, 2016; Dafouz, Hüttner, & Smit in Conceptualising integration in CLIL and multilingual education. Multilingual Matters, Bristol, UK, pp. 123–143, 2016; Komori-Glatz in English as a business lingua franca in multicultural student teamwork: An EMEMUS study (PhD thesis). University of Vienna, Vienna, Austria, 2017; Smit, 2010b) are introduced that showcase different ways of how the framework has informed the phases of conceptualisation, study design and methodology, data analysis and/or interpretation of findings. By extension, we argue that these examples illustrate that investigations into EMEMUS benefit from working with the ROAD-MAPPING framework.
KeywordsEMEMUS research Applying ROAD-MAPPING framework Teacher beliefs Student beliefs Classroom discourse
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