Translanguaging pedagogies: Using an action research approach to support English as an Additional Language (EAL) students in a first-year undergraduate anatomy course.

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of English for Academic Purposes Pub Date : 2024-02-15 DOI:10.1016/j.jeap.2024.101357
Kelly Shoecraft , Helen Massa , Leanne Kenway
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Abstract

Internationalisation of higher education has increased the number of EAL students studying in Anglophone countries, including Australia. Required English language proficiency tests (e.g., IELTS) do not reflect discipline-specific terminology nor prior learning necessary for successful study. Furthermore, anatomy study, the focus of this paper, requires an extensive terminology, predominantly derived from Latin or Greek, that creates significant learning challenge for all students, particularly EAL students.

This pilot study was based in a large first-year anatomy course at an Australian university, with >30% EAL students. To address challenges for EAL students (as identified by teaching staff), translanguaging pedagogies were implemented through repeated cycles of action research. Translanguaging approaches, beyond simply translation of resources, employ EAL students’ full linguistic repertoire in the classroom to support acquisition of discipline content and the target language.

Collaboration between the teaching team, a translanguaging expert and past EAL students identified specific translanguaging strategies for implementation. These strategies included a translanguaging workshop for teaching staff, encouragement of students’ use of home languages and targeted translated documents. A mixed methods approach was applied to evaluate the implementation. Initial findings show a positive response from both staff and students with additional reflections for future implementation and transferability to similar educational contexts.

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跨语言教学法:在本科一年级解剖学课程中使用行动研究方法为英语作为辅助语言(EAL)的学生提供支持。
高等教育的国际化增加了在英语国家(包括澳大利亚)学习英语语言的学生人数。所要求的英语水平测试(如雅思考试)既不能反映特定学科的术语,也不能反映成功学习所必需的先前学习。此外,解剖学(本文的重点)需要大量的术语,这些术语主要来自拉丁语或希腊语,这给所有学生,尤其是 EAL 学生带来了巨大的学习挑战。为解决 EAL 学生面临的挑战(由教学人员确定),通过反复循环的行动研究,实施了翻译语言教学法。翻译语言教学法不仅仅是简单的资源翻译,而是在课堂上运用 EAL 学生的全部语言能力,帮助他们掌握学科内容和目标语言。教学团队、翻译语言专家和过去的 EAL 学生合作,确定了具体的翻译语言教学法实施策略。这些策略包括为教学人员举办翻译语言讲习班、鼓励学生使用母语和有针对性的翻译文件。采用混合方法对实施情况进行评估。初步结果表明,教职员工和学生都做出了积极的回应,并对未来的实施和在类似教育环境中的可移植性提出了更多的思考。
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
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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