Towards an Understanding of Translanguaging in EMI Teacher Education Classrooms

Autor/inn/en	Yuan, Rui; Yang, Min
Titel	Towards an Understanding of Translanguaging in EMI Teacher Education Classrooms
Quelle	In: Language Teaching Research, 27 (2023) 4, S.884-906 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yuan, Rui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820964123
Schlagwörter	Language of Instruction; Case Studies; Teacher Educators; Teacher Attitudes; Code Switching (Language); English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Language Usage; Semiotics; Academic Language; Verbal Communication; Barriers; Educational Improvement; Native Language; Mandarin Chinese; Sino Tibetan Languages; Foreign Countries; Classroom Communication; Teacher Education Programs; Language Attitudes; Hong Kong + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Case study; Fallstudie; Case Study; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Semiotik; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teaching improvement; Unterrichtsentwicklung; Ausland; Klassengespräch; Sprachverhalten; Hongkong
Abstract	This study aims to explore a teacher educator's perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with everyday discourse, linking verbal and other semiotic resources, and using students' first language) to create a 'translanguaging space' in his EMI classrooms for content teaching and learning. The findings also showed that the teacher educator's translanguaging practice was both planned and generative, depending on his situated teaching context which presented him with various teaching opportunities and challenges (e.g. students' resistance and university policy). The study highlights the importance of teacher educators' reflective practice in their execution and improvement of translanguaging practice in EMI classroom settings. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01