Translanguaging Pedagogies and Practices in Japanese Higher Education

本研究利用第一阶段收集的同伴反馈数据，对日本二语学生在同伴反馈中的语言选择进行语篇分析，分析了日本二语学生在书面同伴互动中的跨语言实践。我在《Journal of Writing Research》（Scopus）上发表了一篇题为《“Sorry，I don't good English”：Japanese L2 students' written peer feedback in the face to face and anonymous review models》的文章，除了分析书面同伴反馈数据外，我还采访了L2（英语）教师，了解他们在语言课堂上的看法和实践。数据分析已经完成，主要的研究结果已在国际会议上提出。(For在这些演示中，我使用了本研究试验阶段[阶段0]收集的部分学生访谈数据。）在本项目的“第二阶段”（2023年4月至2024年3月[暂定]）收集了日本L2学生的访谈数据后，我将对这两组数据进行比较分析，并发表一篇期刊文章，探讨L2教师和学生对日本高等教育中使用转译语言的看法。

Using peer feedback data collected for the "Phase 1" of this research project, in which Japanese L2 students' language choices in providing peer feedback were coded for textual analysis, I analyzed Japanese L2 students' practices of translanguaging in their written peer interactions. I published an article entitled " “Sorry, I don’t good English”: Japanese L2 students’ written peer feedback in the face-to-face and anonymous review modes" in Journal of Writing Research (Scopus-indexed).In addition to analyzing written peer feedback data, I interviewed L2 (English) teachers about their perceptions and practices of translanguaging in their language classes. Data analysis has been completed, and the major findings have been presented at international conferences. (For these presentations, I used part of the students interview data that were collected during the pilot phase [Phase 0] of this study.) After collecting interview data from Japanese L2 students during the "Phase 2" of this project (April 2023-March 2024 [tentative]), I will comparatively analyze these two data sets and publish a journal article that explores the views of L2 teachers and their students about the use of translanguaging in the Japanese higher education.