Published open access under a CC BY-NC-ND licence. hps://creavecommons.org/licenses/by-nc-nd/4.0/ IJEAP, Volume 4, issue 2, 2024 https://doi.org/10.3828/ijeap.2024.8 ISSN 2634-4610 ONLINE Shuttling between language and content teaching: Exploring opportunities and challenges through collaborative autoethnography Naoki Fujimoto-Adamson, Niigata University of International and Information Studies, Japan fujimoto@nuis.ac.jp John L. Adamson (corresponding author) University of Niigata Prefecture, Japan adamson@unii.ac.jp Shuling between language and content teaching This study investigated the experiences and histories of two teachers of both language and content classes to undergraduate students in Japanese universities, one a British anglophone speaker and the other a Japanese national. In Japan, with the spread of English-medium instruction (EMI) courses, issues of language use have stimulated much debate. As teachers of both English and applied linguistics, through a collaborative autoethnographic (CAE) approach, we explored issues of shuling between Japanese and English, and of content acquired in both languages. Our findings revealed the nature of our translanguaging practices and related them to our epistemic beliefs and study histories abroad, noting the influence of those experiences and differing student aitudes towards our relative status as English speakers. Conclusions pointed to the benefits of the research methodology of CAE to co-construct our narratives and unpack how our personal backgrounds intersected with our current EMI pedagogies. Keywords: collaborative autoethnography, content, EMI, translanguaging Introduction In this study, we examine how we, as two university teachers in Japan, move between language and content instruction and how our own learning histories intersect with current pedagogical beliefs. The context underpinning