Translanguaging for Intercultural Communication in International Higher Education: Transcending English as a Lingua Franca

Autor/inn/en	Ou, Wanyu Amy; Gu, Mingyue Michelle; Hult, Francis M.
Titel	Translanguaging for Intercultural Communication in International Higher Education: Transcending English as a Lingua Franca
Quelle	In: International Journal of Multilingualism, 20 (2023) 2, S.576-594 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ou, Wanyu Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2020.1856113
Schlagwörter	Translation; Intercultural Communication; International Education; Higher Education; Second Language Learning; English (Second Language); Official Languages; Language of Instruction; Bilingual Students; Multilingualism; College Students; Foreign Countries; Sociolinguistics; Ethnography; China + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Office language; Amtssprache; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Collegestudent; Ausland; Soziolinguistik; Ethnografie
Abstract	This article seeks to explore intercultural communication among a group of students with diverse linguistic and sociocultural backgrounds in an English-medium transnational university in China, focusing on multilingual students' practices and perceptions of English as a lingua franca (ELF). Informed by an expanded understanding of translanguaging from a spatial perspective, this study explores multilingualism, multimodality, and spatiality in linguistic practices related to ELF in an international education context. Drawing upon multiple data sources including ethnographic observations, interviews facilitated by language portraits, recordings of interactions, and policy documents, findings of the study show that ELF communication was understood and practiced by multilingual students as a translanguaging act based on (partially) shared repertoires and beliefs about language and communication. It is also found that the monolithic and monolingual model of language policy in English-medium higher education ran counter to the students' daily communicative practices and language development needs. Implications are suggested for how international universities can account for translanguaging in fostering linguistic diversity and preparing students for the practical realities of a multilingual world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01