A Critical Examination of the Interaction between Translanguaging Pedagogy and Students' Beliefs and Practices of Translanguaging in Learning EAP

Autor/inn/en	Liu, Jiajia Eve; Lo, Yuen Yi; Yang, Miao
Titel	A Critical Examination of the Interaction between Translanguaging Pedagogy and Students' Beliefs and Practices of Translanguaging in Learning EAP
Quelle	In: Critical Inquiry in Language Studies, 20 (2023) 3, S.214-236 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Jiajia Eve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2023.2258538
Schlagwörter	Code Switching (Language); Second Language Learning; Native Language; Language Usage; Student Attitudes; Language Attitudes; English for Academic Purposes; Teaching Methods; Correlation; Teacher Attitudes; College Faculty; Second Language Instruction; Language of Instruction; Undergraduate Students; Case Studies; Lesson Plans; Foreign Countries; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachgebrauch; Schülerverhalten; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Lehrerverhalten; Fakultät; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Case study; Fallstudie; Case Study; Lesson planning; Unterrichtsplanung; Ausland
Abstract	Conducted in a Chinese university, this study tracked eight students' changes in their beliefs and practices of translanguaging when developing academic literacies throughout a 14-week English for Academic Purposes (EAP) course, where translanguaging pedagogy was systematically planned and implemented. Data were collected from classroom observation, students' writing drafts and assignments before, during and after the course, and pre- and post-interviews and informal dialogic communication with the students and the teacher. Findings showed that the students generally started with monolingual and language separation beliefs. Throughout the course, the teacher's demonstration and encouragement of strategic translanguaging had different impact on individual students' beliefs and practices of translanguaging, and three typical patterns emerged: (1) deepening understanding and developing more strategic practice of translanguaging in academic activities, (2) gradual shifting from monolingual to multilingual mind-set, and (3) conflicting beliefs and lack of strategic practice of translanguaging. In light of these findings, this article examines translanguaging pedagogy with a critical lens, highlighting the complex and dynamic interaction between students' preexisting beliefs and language ideologies and their responsiveness to teacher's pedagogy. It also discusses the potential roles translanguaging pedagogy could play in university students' learning of academic language and content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01