From Deficit-Based Teaching to Asset-Based Teaching in Higher Education in BANA Countries: Cutting through 'Either-Or' Binaries with a Heteroglossic Plurilingual Lens

Autor/in	Lin, Angel M. Y.
Titel	From Deficit-Based Teaching to Asset-Based Teaching in Higher Education in BANA Countries: Cutting through 'Either-Or' Binaries with a Heteroglossic Plurilingual Lens
Quelle	In: Language, Culture and Curriculum, 33 (2020) 2, S.203-212 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2020.1723927
Schlagwörter	Teaching Methods; Immigrants; Foreign Students; Language Variation; Semiotics; Multilingualism; Profiles; Barriers; Disadvantaged; College Students; Foreign Countries; English (Second Language); Second Language Learning; Code Switching (Language); Native Language; Language Usage; Higher Education; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Sprachenvielfalt; Semiotik; Mehrsprachigkeit; Multilingualismus; Charakterisierung; Profilanalyse; Collegestudent; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kanada
Abstract	Although people may readily refer to Britain, Canada, Australia, New Zealand, and the U.S. as Anglophone countries, recent demographic and sociolinguistic profiles of these countries indicate that they are actually both Anglophone and multilingual, and in some of their cities, even more multilingual than Anglophone. Recent research also indicates that when plurilingual approaches to teaching and learning were tried out in these settings challenges arose due to the 'either-or' binary thinking often found in institutional policies and among some instructors. In this paper, the rich semiotic practices and repertoires of migrant and international students are discussed to call for a shift from a deficit model to an asset model of teaching. Some possible ways to break through these 'either-or' binaries are offered through using a heteroglossic, plurilingual lens. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01