Empowering Learners of English as an Additional Language: Translanguaging with Machine Translation

Autor/inn/en	Kelly, Ronan; Hou, Heng
Titel	Empowering Learners of English as an Additional Language: Translanguaging with Machine Translation
Quelle	In: Language and Education, 36 (2022) 6, S.544-559 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelly, Ronan) ORCID (Hou, Heng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1958834
Schlagwörter	Code Switching (Language); Translation; Computational Linguistics; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Language Usage; Native Language; Teacher Attitudes; Student Attitudes; Multilingualism; Pragmatics; Semiotics; Secondary School Students; Foreign Countries; Grounded Theory; Student Characteristics; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Lehrerverhalten; Schülerverhalten; Mehrsprachigkeit; Multilingualismus; Pragmalinguistik; Semiotik; Sekundarschüler; Ausland
Abstract	The use of machine translation is increasingly prevalent in language education and social communication. This study explored how multilingual pupils who are learning English as an additional language (EAL) use machine translation within their formal education and everyday lives. A translanguaging framework was employed to understand the ways in which learners use machine translation and how they interpret these practices. Qualitative data was collected from a series of pupil (n = 28) focus groups and teacher (n = 14) interviews across five secondary schools in Northern Ireland. The findings demonstrate that machine translation permeates various learning and communicative aspects of learners' lives across each stage of their multilingual development. In addition, learners view machine translation as a legitimate multimodal tool which they flexibly, critically and pragmatically incorporate within their semiotic repertoires. These findings show how EAL learners are empowered by their own, and their teachers', use of machine translation and offer insights which inform the continued development of translanguaging pedagogies. (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	2024/1/01