The Contested Role of Translanguaging in English for Academic Purposes Courses: The Practices of Chinese International Students

Autor/in	Williamson, Kristie
Titel	The Contested Role of Translanguaging in English for Academic Purposes Courses: The Practices of Chinese International Students
Quelle	In: Higher Education Research and Development, 42 (2023) 2, S.498-512 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williamson, Kristie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2052812
Schlagwörter	Code Switching (Language); Language Usage; Native Language; English (Second Language); Second Language Learning; Second Language Instruction; English for Academic Purposes; Language Teachers; Foreign Students; Asians; Foreign Countries; Communicative Competence (Languages); Teaching Methods; Vocabulary Development; Chinese; Workshops; Computer Software; Intervention; College Students; Language of Instruction; China + Suchen Sie Ihr Suchwort? Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; China; Chinesen; Lernwerkstatt; Schulung; Collegestudent; Teaching language; Unterrichtssprache
Abstract	In Australia, international students who do not meet university set English language requirements can alternatively attend intensive courses in English for Academic Purposes (EAP). Such courses are steeped in the traditions of communicative language teaching, often holding 'English only' classroom policies. This article draws on data from a larger research project to examine Chinese international students' practices of learning English vocabulary in an EAP programme. Through the lens of the theory of practice architectures, the study reveals Chinese international students often engaged in translanguaging practices. These practices were enabled by the practice arrangements of their English language classroom, while concurrently resisted by teachers. Here, I argue for EAP teachers, curriculum writers and teachers to harness the translanguaging practices of their students to facilitate more effective learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01