Translanguaging as a Pedagogical Resource in English Language Teaching: A Response to Unplanned Language Education Policies in Nepal
Translanguaging as a Pedagogical Resource in English Language Teaching: A Response to Unplanned Language Education Policies in Nepal
复制标题
跨语言作为英语教学中的教学资源：对尼泊尔计划外语言教育政策的回应
DOI：
10.1057/978-1-137-53104-9_3
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
P. Phyak
中科院分区：
文献类型：
--
作者：
P. Phyak
本章批判性地讨论了尼泊尔如何通过“计划外”的语言教育政策构建“困难环境”，以及学生现有的语言和文化知识如何成为在尼泊尔多语言环境下将英语作为外语教学的重要资源。更具体地说，我分析了英语语言教育政策的非计划方面如何为英语作为必修课和教学语言政策创造了困难的环境，并讨论了跨语言教学法在通过英语教授英语和其他科目方面的相关性。在挑战单一语言教学法的同时，跨语言教学法被认为是一种可行的替代方法，它将承认学生现有的语言知识和识字技能，使他们对主题有更深的理解，使课堂任务/活动保持进展，并在课堂互动中协商意义。
The chapter critically discusses how ‘difficult circumstances’ are constructed through ‘unplanned’ language education policies in Nepal and how the students’ existing linguistic and cultural knowledge can be a significant resource for teaching English as a foreign language in Nepal’s multilingual context. More specifically, I analyse how the unplanned aspect of English language education policy creates ‘difficult circumstances’ for both English as a compulsory subject and medium of instruction policies and discuss the relevance of a translanguaging pedagogy in teaching English and other subjects through English. While challenging the monolingual approach to classroom pedagogy, translanguaging pedagogy is suggested as a viable alternative which recognizes students’ existing linguistic knowledge and literacy skills to engage them in a deeper understanding of subject matter, to keep classroom tasks/activities moving, and to negotiate meanings in classroom interactions.
书评 跨语言：语言、双语和教育
DOI：
--
发表时间：
2017
期刊：
多言語多文化研
影响因子：
--
作者：
TAURA;Hideyuki;田浦秀幸
通讯作者：
田浦秀幸