Literaturnachweis - Detailanzeige
Autor/inn/en | Yuan, Rui; Yang, Min |
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Titel | Towards an Understanding of Translanguaging in EMI Teacher Education Classrooms |
Quelle | In: Language Teaching Research, 27 (2023) 4, S.884-906 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Yuan, Rui) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1362-1688 |
DOI | 10.1177/1362168820964123 |
Schlagwörter | Language of Instruction; Case Studies; Teacher Educators; Teacher Attitudes; Code Switching (Language); English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Language Usage; Semiotics; Academic Language; Verbal Communication; Barriers; Educational Improvement; Native Language; Mandarin Chinese; Sino Tibetan Languages; Foreign Countries; Classroom Communication; Teacher Education Programs; Language Attitudes; Hong Kong Teaching language; Unterrichtssprache; Case study; Fallstudie; Case Study; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Semiotik; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teaching improvement; Unterrichtsentwicklung; Ausland; Klassengespräch; Sprachverhalten; Hongkong |
Abstract | This study aims to explore a teacher educator's perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with everyday discourse, linking verbal and other semiotic resources, and using students' first language) to create a 'translanguaging space' in his EMI classrooms for content teaching and learning. The findings also showed that the teacher educator's translanguaging practice was both planned and generative, depending on his situated teaching context which presented him with various teaching opportunities and challenges (e.g. students' resistance and university policy). The study highlights the importance of teacher educators' reflective practice in their execution and improvement of translanguaging practice in EMI classroom settings. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |