Literaturnachweis - Detailanzeige
Autor/inn/en | Adamson, John; Coulson, David |
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Titel | Translanguaging in English Academic Writing Preparation |
Quelle | In: International Journal of Pedagogies and Learning, 10 (2015) 1, S.24-37 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1833-4105 |
DOI | 10.1080/22040552.2015.1084674 |
Schlagwörter | Code Switching (Language); English for Academic Purposes; Second Language Learning; Second Language Instruction; Native Language; Language Proficiency; Course Content; Teaching Methods; Academic Discourse; Writing Instruction; Undergraduate Students; Language of Instruction; Japanese; Student Attitudes; Questionnaires; Educational Policy; Writing Improvement; Essays; Foreign Countries; Statistical Analysis; Qualitative Research Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Schreibunterricht; Teaching language; Unterrichtssprache; Japaner; Japanisch; Schülerverhalten; Fragebogen; Politics of education; Bildungspolitik; Essay; Aufsatzunterricht; Ausland; Statistische Analyse; Qualitative Forschung |
Abstract | We investigate translanguaging (i.e. the co-use of first and second languages) in a Content and Language Integrated Learning course, as a pragmatic means to promote the skill of young university students in extended critical academic writing. We aimed to prepare new undergraduate students (n = 180) for courses where partial English-medium instruction is typical, rather than full immersion. This means that both Japanese and English may be used in the teaching and completion of regular classes. Data from students' answers to questionnaires and their written work over a three-year period demonstrate (a) how translanguaging facilitates completion of tasks and (b) the appearance of positive perceptions of students toward this policy. Further, content and language assessment criteria in writing, and the strategic use of Japanese language reading related to class themes, resulted in improved outcomes for most students of lower proficiency. Awareness of translanguaging among the students led to improved written work, and this enhanced authenticity and relevance to local purposes. Conclusions indicate that translanguaging in a partial English-medium context reflects the growing realities of English use as a Lingua Franca. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |