Translanguaging Genre Pedagogy: Implications for Teaching Business Communication in the Greater Bay Area

Autor/inn/en	Wen, Zhisheng; Zhang, Lawrence Jun; Kong, Hao; Han, Lili
Titel	Translanguaging Genre Pedagogy: Implications for Teaching Business Communication in the Greater Bay Area
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 32 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wen, Zhisheng) ORCID (Zhang, Lawrence Jun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-022-00161-6
Schlagwörter	Translation; Literary Genres; Teaching Methods; Business Communication; Writing Instruction; Curriculum Design; Foreign Countries; China + Suchen Sie Ihr Suchwort? Literarische Form; Teaching method; Lehrmethode; Unterrichtsmethode; Unternehmenskommunikation; Schreibunterricht; Lehrplangestaltung; Ausland
Abstract	The present paper discusses how insights from translanguaging theory and pedagogy can help inform and promote genre pedagogy for teaching business communication courses such as writing and translation. To this end, the first part traces and reviews the developments of genre theory and pedagogy in tandem with translanguaging theory and pedagogy, thus teasing out their similarities and differences in historical roots, core premises, theoretical frameworks, and research methodologies. In light of these integrated accounts, the second part of the paper proposes a genre-based pedagogical framework augmented with key tenets and general principles of translanguaging pedagogy to design and implement task activities and classroom practice in teaching business communication courses in the Greater Bay Area (GBA). The paper then outlines perceivable advantages and potential challenges to the application of this translanguaging-informed genre-based pedagogical approach in curriculum design and professional training practice in superdiverse megapolis regions such as the GBA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01