Translanguaging in English Academic Writing Preparation

Autor/inn/en	Adamson, John; Coulson, David
Titel	Translanguaging in English Academic Writing Preparation
Quelle	In: International Journal of Pedagogies and Learning, 10 (2015) 1, S.24-37 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1833-4105
DOI	10.1080/22040552.2015.1084674
Schlagwörter	Code Switching (Language); English for Academic Purposes; Second Language Learning; Second Language Instruction; Native Language; Language Proficiency; Course Content; Teaching Methods; Academic Discourse; Writing Instruction; Undergraduate Students; Language of Instruction; Japanese; Student Attitudes; Questionnaires; Educational Policy; Writing Improvement; Essays; Foreign Countries; Statistical Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Schreibunterricht; Teaching language; Unterrichtssprache; Japaner; Japanisch; Schülerverhalten; Fragebogen; Politics of education; Bildungspolitik; Essay; Aufsatzunterricht; Ausland; Statistische Analyse; Qualitative Forschung
Abstract	We investigate translanguaging (i.e. the co-use of first and second languages) in a Content and Language Integrated Learning course, as a pragmatic means to promote the skill of young university students in extended critical academic writing. We aimed to prepare new undergraduate students (n = 180) for courses where partial English-medium instruction is typical, rather than full immersion. This means that both Japanese and English may be used in the teaching and completion of regular classes. Data from students' answers to questionnaires and their written work over a three-year period demonstrate (a) how translanguaging facilitates completion of tasks and (b) the appearance of positive perceptions of students toward this policy. Further, content and language assessment criteria in writing, and the strategic use of Japanese language reading related to class themes, resulted in improved outcomes for most students of lower proficiency. Awareness of translanguaging among the students led to improved written work, and this enhanced authenticity and relevance to local purposes. Conclusions indicate that translanguaging in a partial English-medium context reflects the growing realities of English use as a Lingua Franca. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01