دورية أكاديمية
Translanguaging and 'English Only' at Universities
| العنوان: | Translanguaging and 'English Only' at Universities |
|---|---|
| اللغة: | English |
| المؤلفون: | Toni Dobinson (ORCID |
| المصدر: | TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2024 58(1):307-333. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Mandarin Chinese, English (Second Language), English for Academic Purposes, College Students, English Only Movement, Language Attitudes, Student Attitudes, Code Switching (Language), Translation |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1002/tesq.3232 |
| تدمد: | 0039-8322 1545-7249 |
| مستخلص: | Translanguaging literature has broadly discussed translanguaging as fostering expressive and creative interactions within classroom contexts. Often overlooked, however, are the responses of students who are encouraged to translanguage in spaces they previously deemed to be reserved for the dominant language only. Using Linguistic Ethno-graphy, we investigate the interactions of eight Chinese university students in two classroom settings at an Australian university. We examine how explicit or implicit English only norms at this university, combined with students' beliefs about English use, affect translanguaging practices and how English as an additional language (LX) users incorporate various resources, including spatial repertoires, peer support, and silence, to varying degrees of success within two different classrooms. The pedagogical implications of this examination point toward academics needing to embrace and legitimize translanguaging practices, not only at classroom level, but at course, university and policy level. Teachers in pre-tertiary English language courses also need to incorporate such practices into their classrooms if EAL/D students are to be convinced of the legitimacy of translanguaging in the university classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1411367 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0039-8322 1545-7249 |
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| DOI: | 10.1002/tesq.3232 |