Translation in EFL Teacher Talk in Chinese Universities: A Translanguaging Perspective

Autor/inn/en	Zuo, Miaomiao; Walsh, Steve
Titel	Translation in EFL Teacher Talk in Chinese Universities: A Translanguaging Perspective
Quelle	In: Classroom Discourse, 14 (2023) 2, S.128-146 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zuo, Miaomiao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2021.1960873
Schlagwörter	Translation; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Student Relationship; Discourse Analysis; Higher Education; Code Switching (Language); Language Usage; Native Language; Chinese; Foreign Countries; Classroom Communication; Teaching Methods; Communicative Competence (Languages); Self Evaluation (Individuals); Language of Instruction; College Students; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskursanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachgebrauch; China; Chinesen; Ausland; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching language; Unterrichtssprache; Collegestudent
Abstract	This study considers translation as a joint enterprise in the management of both linguistic translation and associated meaning-making resources in English language teacher talk from a translanguaging perspective. Analysis of classroom teaching in Chinese universities using conversation analysis (CA) under the SETT (self-evaluation of teacher talk) framework reveals that the sequential patterns of translation go beyond the linguistic structure and are assimilated into a translanguaging pedagogical frame in alignment with dynamic L2 classroom modes. The findings contribute to an understanding of translanguaging effect within certain L2 classroom contexts. As such, the research further informs the appropriate use of translation/translanguaging practice to develop classroom interactional competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01