Engaging in Pedagogical Translanguaging in a Shanghai EFL High School Class

Autor/in	Zhou, Xiaozhou
Titel	Engaging in Pedagogical Translanguaging in a Shanghai EFL High School Class
Quelle	In: ELT Journal, 77 (2023) 1, S.1-10 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccab054
Schlagwörter	High School Students; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Language Usage; Code Switching (Language); Foreign Countries; Semiotics; Classroom Communication; Chinese; Teacher Student Relationship; Language Teachers; China (Shanghai) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Ausland; Semiotik; Klassengespräch; China; Chinesen; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht
Abstract	Translanguaging and codeswitching are frequently employed in second/foreign language classrooms. Though the differences between these two practices have been examined from a conceptual perspective, the potential of translanguaging as a pedagogical resource has not been empirically addressed. This article opens with a concise comparison of translanguaging and codeswitching, arguing that they offer different analytical and practical advantages in second/foreign language education. Using extracts from a practitioner study conducted in a high school EFL classroom in Shanghai, this paper illustrates how different linguistic and semiotic resources are deployed in a teacher's and students' translanguaging practices in order to achieve pedagogical goals, thus demonstrating the possibilities that pedagogical translanguaging encompasses. The paper argues that practitioners should be encouraged to make full use of these resources so as to create arenas of opportunity for the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01