Global Englishes and Translanguaging in Textbook Design and Curriculum Development for Universities in the Greater Bay Area of China

Autor/inn/en	Fang, Fan; Yuan, Limin; Xu, Hongchen; Wang, Xueyi
Titel	Global Englishes and Translanguaging in Textbook Design and Curriculum Development for Universities in the Greater Bay Area of China
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 35 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-022-00162-5
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Case Studies; Asian Culture; Textbooks; Content Analysis; Undergraduate Students; Student Attitudes; Intercultural Communication; Educational Change; Curriculum Development; Multilingualism; Code Switching (Language); Language Variation; Language Attitudes; Textbook Preparation; Cultural Pluralism; Self Concept; Diversity; Cultural Awareness; Teaching Methods; Foreign Countries; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Schülerverhalten; Interkulturelle Kommunikation; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mehrsprachigkeit; Multilingualismus; Sprachenvielfalt; Sprachverhalten; Lehrbucharbeit; Kulturpluralismus; Selbstkonzept; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	The development of English as a global language has urged the field of Teaching English to Speakers of Other Languages (TESOL) to implement some reforms in relation to textbook design and curriculum development as well as the approaches to and goals of English language teaching (ELT). From the multilingual perspective, Global Englishes (GE) and translanguaging have both challenged the traditional native-oriented goal of ELT. Based on the level of language policy planning in the multilingual Greater Bay Area of China, this paper addresses the need to incorporate GE and translanguaging into textbook design and curriculum development. Referring to Byram's framework of cultural content in textbooks, and to the GE proposal of exposure of multilingualism/multiculturalism and respect of diverse culture and identity in ELT, the paper further reports a case study to analyse the cultural content of the textbook, "Speaking Critically: Intercultural Conversation." The paper also explores university students' attitudes towards the integration of Chinese local culture into textbooks. The paper ends by addressing some challenges associated with translating GE and translanguaging into textbook design and curriculum development, and it provides further implications of such a proposal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01