Humanising teacher education through translanguaging: experiences from an online English-medium instruction (EMI) course

IF 2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Multilingualism Pub Date : 2023-10-17 DOI:10.1080/14790718.2023.2268120

Rui Yuan, Shuwen Liu, Zhaoxuan Wang

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Abstract

ABSTRACTThis study examines how a teacher educator perceives and enacts translanguaging to humanise teacher education in an online English-medium instruction (EMI) course in China. Drawing on multiple sources of data, including classroom observations and the post-course interview, the findings reveal a set of translanguaging strategies, which helped the teacher educator humanise the students, field of knowledge, as well as himself in the online course. The findings enrich the existing understanding about the intertwined and mutually supportive relationship between translanguaging and humanising pedagogy. In particular, the study shows that when translanguaging is used in an embodied, emergent, and interactive manner, it can create a humanising space to support students’ content learning and whole-person development. The paper concludes with a clarion call for humanising teaching and teacher education through translanguaging in increasingly globalised and multilingual classrooms.KEYWORDS: English-medium instructionhumanising pedagogyonline teachingteacher educationtranslanguaging AcknowledgementThis article is supported by a start-up research grant [SRG2020-00028-FED] of the University of Macau as well as the Education Fund of the Macao SAR Government (Ref no. HSSUMAC-2021-12).Disclosure statementNo potential conflict of interest was reported by the author(s).

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跨语言教学中教师教育的人性化:基于在线英语教学(EMI)课程的经验

摘要本研究探讨了在中国的在线英语教学(EMI)课程中，教师教育者如何感知和实施翻译以使教师教育人性化。利用多种数据来源，包括课堂观察和课后访谈，研究结果揭示了一套跨语言策略，这些策略有助于教师教育工作者在在线课程中人性化学生，知识领域以及他自己。这些发现丰富了对译语与人性化教学法之间相互交织和相互支持的关系的现有理解。特别是，研究表明，当以具象、突现和互动的方式使用翻译语言时，它可以创造一个人性化的空间，以支持学生的内容学习和全人发展。最后，本文呼吁在日益全球化和多语言的课堂中，通过翻译语言进行人性化教学和教师教育。本文由澳门大学启动研究基金[SRG2020-00028-FED]及澳门特别行政区政府教育基金(基金编号:SRG2020-00028-FED)资助。hssumac - 2021 - 12)。披露声明作者未报告潜在的利益冲突。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Multilingualism Multiple-

CiteScore

6.10

自引率

8.70%

发文量

期刊介绍： The aim of the International Journal of Multilingualism (IJM) is to foster, present and spread research focused on psycholinguistic, sociolinguistic and educational aspects of multilingual acquisition and multilingualism. The journal is interdisciplinary and seeks to go beyond bilingualism and second language acquisition by developing the understanding of the specific characteristics of acquiring, processing and using more than two languages. The International Journal of Multilingualism (IJM) provides a forum wherein academics, researchers and practitioners may read and publish high-quality, original and state-of-the-art papers describing theoretical and empirical aspects that can contribute to advance our understanding of multilingualism.Topics of interest to IJM include, but are not limited to the following: early trilingualism, multilingual competence, foreign language learning within bilingual education, multilingual literacy, multilingual identity, metalinguistic awareness in multilinguals, multilingual representations in the mind or language use in multilingual communities. The editors encourage the submission of high quality papers on these areas as well as on other topics relevant to the interest of the International Journal Multilingualism (IJM). Reviews of important, up-to-date, relevant publications and proposals for special issues on relevant topics are also welcome.