'I Feel Unbalanced': Bridging Emotions, Creativity, and Translingual Pedagogy with EMI Students

Autor/in	Hillman, Sara
Titel	'I Feel Unbalanced': Bridging Emotions, Creativity, and Translingual Pedagogy with EMI Students
Quelle	In: Language Learning Journal, 51 (2023) 5, S.591-606 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hillman, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2023.2239861
Schlagwörter	Teaching Methods; Language of Instruction; Arabic; Language Attitudes; Video Technology; English (Second Language); Second Language Learning; Student Attitudes; Language Usage; Native Language; Semiotics; Literacy; Personal Narratives; Educational Change; Educational Policy; Alienation; Self Concept; Foreign Countries; College Faculty; College Students; Emotional Experience; Second Language Instruction; Qatar + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Arabisch; Sprachverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Sprachgebrauch; Semiotik; Alphabetisierung; Schreib- und Lesefähigkeit; Erlebniserzählung; Bildungsreform; Politics of education; Bildungspolitik; Entfremdung; Selbstkonzept; Ausland; Fakultät; Collegestudent; Fremdsprachenunterricht; Katar
Abstract	Recent research on stakeholders' emotions in English-medium instruction (EMI) higher education settings has demonstrated the importance of engaging students with their emotions about the impact of EMI on their lives. This article presents a pedagogical intervention bridging emotions, creativity, and translingual pedagogy with EMI students in Qatar. Through a semester-long project, students engaged with translingual mentor texts, which served as models for ways of sharing perspectives and emotions about different named languages and through translingual practice. Students then crafted their own translingual literacy narratives, drawing upon their full linguistic and semiotic repertoires to explore their emotions about their relationship with English and Arabic. Lastly, they transformed their written narratives into a multimodal, multilingual video. This project enabled students to actively explore and understand how their emotions are influenced by broader sociohistorical discourses. Given the shifts in Qatar's educational language policies and discourse surrounding language and identity, students expressed a complex array of emotions, especially pride and shame, which led to feelings of both belonging and alienation. This article contributes to a deeper understanding of the emotional landscape and tensions surrounding EMI and demonstrates how emotions research can be effectively applied in EMI higher education settings through pedagogical interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01