Translingual practices in English classrooms in India: current perceptions and future possibilities
Translingual practices in English classrooms in India: current perceptions and future possibilities
复制标题
印度英语课堂中的跨语言实践：当前的看法和未来的可能性
DOI：
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发表时间：
2018
影响因子：
2.8
通讯作者：
A. Lightfoot
中科院分区：
文献类型：
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作者：
Jason Anderson;A. Lightfoot
摘要 本文报告了一项探索性调查，调查印度英语课堂中的跨语言实践以及受访教师对跨语言和母语使用的态度。来自小学、中学、高等教育和成人部门的 169 名教师回答了调查 9 个研究问题的 33 个定量和 6 个定性项目。大多数受访者表示，他们在英语课堂上只是偶尔使用其他语言，最常见的是为了比较和对比语言特征、解释概念、管理课堂以及为学习者进行翻译。只有少数教师表示在语言练习活动中积极促进跨语言活动。研究发现，与非英语媒介机构相比，英语媒介机构对母语使用做法的容忍度较低。经验越丰富的教师更有可能表达更多支持跨语言的信念，并报告更多包含母语的实践。还发现城市、城乡结合部和农村环境之间存在重要差异，这表明印度各地的英语课堂需要采用多样化的、情境敏感的多语言实践方法。我们认为，印度英语教师教育中需要明确关注其他语言的使用，并建议为整个教育系统的跨语言实践提供更有凝聚力的支持。我们还为 Macaro（2001）的三个“语码转换”立场提出了一个额外的“包容性立场”。
ABSTRACT This paper reports on an exploratory survey investigating both translingual practices in English language classrooms in India and attitudes towards translanguaging and L1 use among teachers surveyed. 169 teachers from primary, secondary, tertiary and adult sectors responded to 33 quantitative and six qualitative items investigating nine research questions. The majority of respondents reported making only occasional use of other languages in English language classrooms, most often for comparing and contrasting language features, explaining concepts, managing the classroom and translating for learners. Only a minority of teachers reported actively facilitating translanguaging during language practice activities. English medium institutions were found to be less tolerant of L1-use practices than non-English medium institutions. More experienced teachers were more likely to express more pro-translanguaging beliefs and report more L1-inclusive practices. Important differences between urban, semi-urban and rural contexts were also found, indicative of a need for varied, context-sensitive approaches to multilingual practices in English classrooms across India. We argue that there is a need for an explicit focus on use of other languages in Indian English language teacher education and suggest more cohesive support for translingual practices across the education system. We also propose an additional ‘inclusive position’ to Macaro’s (2001) three ‘codeswitching’ positions.