Translanguaging practices at a bilingual university: a case study of a science classroom
Translanguaging practices at a bilingual university: a case study of a science classroom
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双语大学的跨语言实践：科学课堂的案例研究
DOI：
10.1080/13670050.2014.939138
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发表时间：
2015
影响因子：
2.8
通讯作者：
Claudia Herbas
中科院分区：
文献类型：
--
作者：
Catherine M. Mazak;Claudia Herbas
本民族志个案研究的目的是详细描述一位教授在一所官方双语大学的本科理科课程中的跨语言实践。该数据集包括11个观察类的人种学现场笔记，这些类的录音，与教授的采访，和文物，包括教授的演讲，指定的学术阅读，测验和考试。跨语言实践的时刻，当西班牙语和英语被用于学术内容的演示文稿，确定，分析，并详细介绍。结果表明，跨语言是战略性的，动态的，并通过学术内容的呈现编织。此外，跨语言还帮助那些以西班牙语为主的学生学习英语，以达到科学目的。这里记录的跨语言实践说明了世界各地其他多语言大学课堂的可能性。
The objective of this ethnographic case study is to describe in detail one professor's translanguaging practices in an undergraduate science course at an officially bilingual university. The data-set is comprised of ethnographic field notes of 11 observed classes, audio recordings of those classes, an interview with the professor, and artifacts including the professor's presentations, academic readings assigned, quizzes, and exams. Translanguaging practices—moments when both Spanish and English were used in presentation of academic content—are identified, analyzed, and presented in detail. Results show that translanguaging was strategic, dynamic, and woven through the presentation of academic content. In addition, translanguaging served to apprentice the Spanish-dominant students into English for scientific purposes. The translanguaging practices documented here illustrate the possibilities for other multilingual university classrooms around the world.