Multilingualism and Translanguaging in the Teaching of and Through English: Rethinking Linguistic Boundaries in an Australian University
Multilingualism and Translanguaging in the Teaching of and Through English: Rethinking Linguistic Boundaries in an Australian University
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英语教学中的多语言和跨语言：重新思考澳大利亚大学的语言界限
DOI：
10.1007/978-3-319-51976-0_14
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Ying Song
中科院分区：
文献类型：
--
作者：
K. Heugh;Xuan Li;Ying Song
本章提供了一个背景的英语作为一种附加语言（EAL）在澳大利亚大学的教学。然后，讨论转向传统的语言教学方法在教育的有效性，在当前的difficulty的背景下，和代码转换和translanguaging可能在亚洲和澳大利亚的英语教学中发挥的作用。尽管最近人们对跨语言作为一种教学方法的潜力感兴趣（例如Canagarajah 2011; García和Li Wei 2014），但在大学课程的书面评估任务中，很少有系统的双向跨语言方法（中文到英文，英文到中文）的文献证据。在这里，我们报告的微观研究中，有一个系统的教学EAL的教学转变，为学生准备使用英语作为教学媒介（EMI）在澳大利亚大学的目的。在这项研究中，一种方法，建立在每个学生的双语或多语通过实践的translanguaging记录。我们报告的诊断编码和分析的书面作业的学生的主要语言是中文。我们发现学生的中文写作能力和英文写作能力之间有很强的相关性。我们还发现学生在翻译方面的元语言专长与他们的母语熟练程度有很强的相关性。我们认为，研究结果表明，从一个单一的目标，只教英语的发展高层次的学术能力，在主要语言和英语的价值。
This chapter offers a contextual background to the teaching of English as an Additional Language (EAL) in Australian universities. The discussion then turns towards the efficacy of conventional approaches to languages in education in the context of current diversities, and the role that code-switching and translanguaging may play in teaching English in Asian and Australian contexts. Whereas there has been a recent interest in the potential of translanguaging as a pedagogical approach (e.g. Canagarajah 2011; García and Li Wei 2014), there has been little documentary evidence of a systematic approach to two-way translanguaging (Chinese to English, and English to Chinese) in written assessment tasks in university courses. Here we report on a micro-study in which there has been a systematic pedagogical shift in the teaching EAL for the purposes of preparing students to use English as a Medium of Instruction (EMI) at an Australian university. In this study, an approach that builds on each student’s bilingualism or multilingualism through practices of translanguaging is documented. We report on diagnostic coding and analysis of written assignments of students whose primary language is Chinese. We find a strong correlation between students’ written proficiency in Chinese and in English. We also find a strong correlation of students’ metalinguistic expertise in translation and their proficiency in their home language. We argue that the findings indicate value in shifting from a single objective to teach only English to the development of high level academic proficiency in both the primary language and English.
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