Translanguaging in Primary Level ESL Classroom in India: An Exploratory Study
Translanguaging in Primary Level ESL Classroom in India: An Exploratory Study
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印度小学 ESL 课堂中的跨语言教学：一项探索性研究
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Lina Mukhopadhyay
中科院分区：
文献类型：
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作者：
Lina Mukhopadhyay
本文通过对一位印度公立小学教师在ESL课堂上的一系列观察，展示了跨语言教学的具体应用。跨语言实践的基础是教师从一个关于使用多语言策略教授语言和内容的培训方案中获得的投入。据观察，教师运用跨语言澄清概念，使用对比阐述，指导学生，实践基于话语的管理，为学生的课堂活动做准备，并帮助他们沟通。她还反映了她的经验，这表明她计划使用学生的L1更系统地喜欢通过绘制泰卢固语，印地语（L1）和英语之间的词汇和形式为基础的比较。这位教师使用跨语言或使用两种或三种语言进行交流的流畅方式的经验以及她使用这种方法的经验有助于验证提高来自低社会经济地位群体的学生的学校技能的概念，如果以严格的单语模式授课，这些学生将无法理解课程。
In this paper, a series of ESL classroom observations of a teacher in an Indian primary level government run school are presented to show concrete uses of translanguaging. Translanguaging practices were based on the inputs the teacher received from a training programme on using multilingual strategies to teach language and content. It is observed that the teacher applies translanguaging to clarify concepts using contrastive elaboration, instruct students, practice discourse based management, prepare students for classroom activities, and help them communicate. She also reflects upon her experience of translanguaging which shows her plans to use students’ L1 more systematically like by drawing lexical and form based comparisons between Telugu, Hindi (L1s) and English. Instances of use of translanguaging or fluid ways of communicating using two or three languages by this teacher and her experiences in using this approach help in validating the concept for advancing school skills in students from low SES groups who would have not otherwise been able to understand the lessons if taught in the strict monolingual mode.
语言多样性、多种语言和认知技能：印度弱势儿童的研究
影响因子：
0.9
作者：
Tsimpli I
通讯作者：
Tsimpli I
衡量多语言现实：德里和海得拉巴课堂的经验教训
影响因子：
2.8
作者：
Lightfoot A
通讯作者：
Lightfoot A