Translanguaging in Hong Kong English Medium Instruction Classrooms: A Linguistic Ethnographic Study of Classroom Interaction and Teachers' Reflections

最新的英国理事会报告表明，世界上大约有9000个英语中等教育（EMI）课程（Dearden，2014）。在EMI，英语作为第二语言的学生将通过英语学习所有/部分科目。最近，这种做法受到了应用语言学家的挑战，他们认为学习者已经掌握的其他语言的知识在学习中起着至关重要的作用，而跨语言可以促进内容的学习。跨语言是指对多种语言和多种语言符号资源的利用。然而，关于跨语言教学在内容课堂上的应用，以及英语教师对跨语言教学实践的反思的研究却非常有限。本研究将在香港中学地理和历史课堂进行为期四个月的语言民族志调查。在方法论上，本研究将多模态会话分析与解释现象学分析相结合。多模态分析不同于传统的会话分析，它关注的是会话的多模态维度。这种独特的组合包括观察参与者的教学实践，以及了解教师对课堂实践的反思。本研究将探讨在课堂上的特定时刻，跨语言教学如何采用特定的插话方式来实现教学目标，以及教师如何通过访谈来阐述他们对跨语言教学实践的理解。研究结果可以为发展跨语言作为当前EMI政策和实践的替代方法以及发现成功的跨语言实践所需的课堂条件提供实证基础。这使得教师能够运用跨语言来实现他们的教学目标，弥合沟通差距，并赋予学习者权力。

The latest British Council report suggests that there are approximately 9000 English-Medium-Instruction(EMI) programmes in the world (Dearden, 2014). In EMI, English-as-a-Second-Language students willlearn all/some subjects through English. Recently, such a practice is challenged by applied linguists whoargue that the knowledge of other languages that the learners already have plays a crucial role inlearning and that translanguaging can facilitate content learning. Translanguaging refers to theexploitation of multiple languages and semiotic resources in the multilinguals' repertoires. Yet there islimited research on translanguaging as a pedagogy in content classrooms, nor on EMI teachers'reflections on their translanguaging practices. This study will conduct a 4-month linguistic ethnographicinvestigation in Hong Kong EMI secondary geography and history classrooms. Methodologically, thisstudy will integrate Multimodal Conversation Analysis (MCA) with Interpretative PhenomenologicalAnalysis. MCA is different from conventional Conversation Analysis since MCA focuses on the multimodaldimension of talk-in-interaction. This unique combination involves observing participant's pedagogicalpractices over time as well as understanding the teachers' reflections on classroom practices. This studywill explore how translanguaging adopts specific interactional features to achieve pedagogical goals atparticular moments in the lessons and how teachers' understandings of their translanguaging practicesare articulated through interviews. The findings can offer an empirical basis for developingtranslanguaging as an alternative approach to current EMI policy and practice and discovering theclassroom conditions required for the translanguaging practices to succeed. This allows teachers toemploy translanguaging to achieve their pedagogical goals, bridge communication gaps and empowerthe learners.