Translanguaging in the Polish educational context: Lessons learnt from IB schools
Translanguaging in the Polish educational context: Lessons learnt from IB schools
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波兰教育环境中的跨语言：从 IB 学校汲取的经验教训
DOI：
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发表时间：
2019
影响因子：
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通讯作者：
P. Romanowski
中科院分区：
文献类型：
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作者：
P. Romanowski
在过去的几十年里，波兰的外语教学和语言政策受到了巨大变化的影响。不仅中学的双语部分如雨后春笋般涌现，而且在国际文凭课程(IBDP)内以外语(主要是英语)授课的国际学校也于1993年开始存在。本文借鉴了跨语言教学法在有IBDP的中学中的应用。这些学校证明了这样一种立场，即在这样的教学环境中，大多数学生(如果不是全部)都会说多种语言。因此，他们运用多种策略来从他们的语言技能中获益。此外，教师认为这种做法对学生的表现有积极的影响，使他们能够更快地掌握所传授的内容，并进一步提高他们的语言能力。本研究的首要目的是找出学生在翻译时的情景，分析他们的语言行为，并探索学生翻译实践的功能。
Poland’s foreign language teaching and language policy have been affected by tremendous changes in the last decades. Not only bilingual sections in secondary schools have mushroomed, but also international schools with instruction in a foreign language, mainly English, within the International Baccalaureate Diploma Programme (IBDP) started their existence in 1993. This paper draws on the translanguaging pedagogy as used in the selected secondary schools with IBDP. The schools provide evidence for the stance that most students, if not all, are multilingual in such teaching environments. Therefore, they apply multiple strategies to benefit from their linguistic repertoires. In addition, the teachers perceive such practices as positively affecting the students’ performance and allowing them to more rapidly acquire the imparted content as well as further develop their linguistic proficiency. The overriding aim of this study is to identify the situations when the students translanguage and analyze their linguistic behaviour as well as explore the functions of students’ translanguaging practices.