Decolonizing English Academic Writing education through translingual practices

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Linguistics and Education Pub Date : 2024-05-11 DOI:10.1016/j.linged.2024.101307
Di Xie , Yachao Sun
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Abstract

This study investigated the predominance of English in the academic discourse and its potential to marginalize multilingual individuals and explored how translingual practices could be a means to decolonize English Academic Writing (EAW) education within the specific context of a Sino-U.S. joint-venture university. A case study centered on the academic experience of a multilingual student from China delved into the interplay between established EAW norms and the student's language practice, identity, and ideology. The findings revealed that EAW norms that prevail in global academic communication significantly affected the student's linguistic choices and self-perception. These findings also indicated that translingual practices could contribute to the decolonization of EAW education by advocating for inclusivity and diversity. Therefore, this study calls for a pedagogical reorientation that not only acknowledges but also incorporates translingual practices in EAW education to actively confront colonial legacies.

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通过跨语言实践实现英语学术写作教育的非殖民化
本研究调查了英语在学术话语中的主导地位及其将多语言个体边缘化的可能性,并探讨了在中美合办大学的特定背景下,跨语言实践如何成为英语学术写作(EAW)教育去殖民化的一种手段。案例研究以一名来自中国的多语种学生的学术经历为中心,深入探讨了既定的英语学术写作规范与该学生的语言实践、身份和意识形态之间的相互作用。研究结果表明,全球学术交流中盛行的 EAW 规范极大地影响了该学生的语言选择和自我认知。这些研究结果还表明,通过倡导包容性和多样性,跨语言实践可以促进 EAW 教育的非殖民化。因此,本研究呼吁对教学进行重新定位,不仅要承认而且要将跨语言实践纳入提高英语水平教育,以积极面对殖民主义遗留问题。
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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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