Constructing Playful Talk through Translanguaging in English Medium Instruction Mathematics Classrooms

Autor/inn/en	Tai, Kevin W. H.; Wei, Li
Titel	Constructing Playful Talk through Translanguaging in English Medium Instruction Mathematics Classrooms
Quelle	In: Applied Linguistics, 42 (2021) 4, S.607-640 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amaa043
Schlagwörter	Play; Interpersonal Communication; Code Switching (Language); English (Second Language); Second Language Learning; Language of Instruction; Mathematics Instruction; Secondary School Students; Foreign Countries; Teacher Student Relationship; Hong Kong + Suchen Sie Ihr Suchwort? Spiel; Interpersonale Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Hongkong
Abstract	Recent studies on English-Medium-Instruction (EMI) classroom interaction have begun to look at the role of translanguaging as a pedagogical practice in supporting participants to exploit multilingual and multimodal resources to facilitate content teaching and learning. The present study contributes to this growing body of literature by focusing on playful talk in multiple languages and modalities in EMI mathematics classrooms in a secondary school in Hong Kong. Based on the data collected from a linguistic ethnography, we analyze how the teacher constructs playful talk in order to achieve various pedagogical goals including building rapport, facilitating content explanation and promoting meaningful communication with students. The analysis demonstrates that translanguaging appears to be a critical resource and that several social factors, including the teacher's personal belief, history, sociocultural, and pedagogical knowledge, play a role in constructing playful talk. The playful talk transforms the classroom into a translanguaging space, which in turn allows the teacher and students to perform a range of creative acts and experiment with a variety of voices to facilitate the meaning making and knowledge construction processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01