Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea

Autor/in	Jang, Jinsil
Titel	Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea
Quelle	In: TESL-EJ, 26 (2022) 3, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jang, Jinsil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Code Switching (Language); Cultural Pluralism; Multilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Korean; Official Languages; Language of Instruction; Longitudinal Studies; Case Studies; Learning Experience; Language Usage; Native Language; Personal Autonomy; Teacher Student Relationship; Language Attitudes; Student Attitudes; Teaching Methods; Immigrants; Russian; Academic Achievement; Language Tests; Word Lists; Vocabulary Development; Synchronous Communication; Elementary School Students; Secondary School Students; South Korea; Uzbekistan + Suchen Sie Ihr Suchwort? Kulturpluralismus; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Koreanisch; Office language; Amtssprache; Teaching language; Unterrichtssprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Lernerfahrung; Sprachgebrauch; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Russisch; Schulleistung; Language test; Sprachtest; Wortliste; Wortschatzarbeit; Sekundarschüler; Korea; Republik
Abstract	With the increase in linguistic and cultural diversity in South Korea, the landscape of English education in Korean classrooms has been changing. This has led to an increased need to explore the language and literacy practices of the emergent multilingual youth in Korea where one (official) language (Korean) has been predominantly used as the medium of instruction for English teaching and learning. Addressing this need for more research on how emerging multilingual children learn English in the diverse Korean classrooms of today, this four-year longitudinal case study explored out-of-classroom English language learning experiences of three Uzbek students in South Korea. Drawing upon the conceptual framework of "translanguaging" and "agency," data were collected from various sources. I found that the actions taken by these students to learn English depended on their interlocutors, practical and academic purposes, and language ideologies embedded in contexts, which in turn influenced learners' agency and translanguaging practices. More specifically, the findings show the students exercised agency over their choice of linguistic and non-linguistic resources in order to expand their linguistic repertoires on their own accord. These findings provide implications for EFL research and pedagogy, particularly within the context of the transition from monolingual to multilingual. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01