Pedagogical Translanguaging in a Trilingual Context: The Case of Two EFL Classrooms in a Xinjiang University

Autor/inn/en	Zhang, Rui; Chan, Brian Hok-Shing
Titel	Pedagogical Translanguaging in a Trilingual Context: The Case of Two EFL Classrooms in a Xinjiang University
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.2805-2816 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Rui) ORCID (Chan, Brian Hok-Shing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1978383
Schlagwörter	Code Switching (Language); Native Language; Mandarin Chinese; English (Second Language); Second Language Learning; Second Language Instruction; Minority Group Students; Language Minorities; Turkic Languages; Teaching Methods; Language of Instruction; Metalinguistics; Ethnic Groups; Foreign Countries; Multilingualism; Undergraduate Students; Teacher Student Relationship; Geographic Regions; Language Teachers; Language Usage; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachminderheit; Turkish; Türkisch; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Metalanguage; Metasprache; Ethnie; Ausland; Mehrsprachigkeit; Multilingualismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Sprachgebrauch
Abstract	This paper examines the translanguaging practice of two EFL teachers in a Xinjiang university, where English and Mandarin Chinese are predominant but Uyghur is minoritised as a medium of instruction. We focus on data in which the teachers translanguage across all three languages and make a case for the conception of pedagogical translanguaging which is differentiated from spontaneous translanguaging and in which named languages (or naming languages) can play an important role in the instruction (Cenoz, J., and D. Gorter. 2017. "Sustainable Translanguaging and Minority Languages: Threat or Opportunity?" "Journal of Multilingual and Multicultural Development" 38 (10): 901-912. doi:10.1080/01434632.2017.1284855; Cenoz, J., and D. Gorter. 2020. "Pedagogical Translanguaging: An Introduction." "System" 92: 102269. doi:10.1016/j.system.2020.102269). More specifically, named languages can be helpful in accomplishing specific goals of pedagogical translanguaging, in particular, developing metalinguistic awareness of multilingual students whose mother tongue /community language is minoritised. While translanguaging across all three languages appears a very useful teaching resource, it is restricted to the teaching of English vocabulary and grammar, areas in which students are perceived to be weakest. Moreover, the use of Uyghur only when it is felt to be most needed suggests that much more 'breathing space' (Cenoz, J., and D. Gorter. 2017. "Sustainable Translanguaging and Minority Languages: Threat or Opportunity?" "Journal of Multilingual and Multicultural Development" 38 (10): 901-912. doi:10.1080/01434632.2017.1284855; Cenoz, J., and D. Gorter. 2020. "Pedagogical Translanguaging: An Introduction." "System" 92: 102269. doi:10.1016/j.system.2020.102269) is required to sustain Uyghur and to exploit the full pedagogical potential of the ethnic language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01