JIĀO/JIÀO 教 Chinese bilingual doctoral researchers to theorise translingually: A pedagogy for intercultural doctoral education

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Linguistics and Education Pub Date : 2023-10-01 DOI:10.1016/j.linged.2023.101217
Haibo Shen
{"title":"JIĀO/JIÀO 教 Chinese bilingual doctoral researchers to theorise translingually: A pedagogy for intercultural doctoral education","authors":"Haibo Shen","doi":"10.1016/j.linged.2023.101217","DOIUrl":null,"url":null,"abstract":"<div><p>The transcultural and translingual diversity of bilingual doctoral researchers who speak languages other than English, in particular those with non-Anglophone backgrounds, has been emphasised in recent years to challenge the monolingual English norm. To explore effective pedagogies to motivate these bilingual doctoral researchers to theorise translingually, this paper draws upon methodologies about translingualism and intercultural doctoral education to dispel the recurrent doubts raised by these bilingual doctoral researchers. Thus, semi-structured interviews were conducted with 12 Chinese bilingual doctoral researchers and their supervisors in Australia and China to understand their perceptions and practices regarding using the linguistic and epistemological resources buried in Chinese for academic purposes. In response to the concerns expressed by the participants, three critical roles of supervisors are highlighted, namely exemplifying, teaching and demanding translingual theorising. These three roles are further developed into a pedagogical framework inspired by the Chinese word jiāo/jiào 教, which itself is an example of translingual theorising.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589823000761","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

The transcultural and translingual diversity of bilingual doctoral researchers who speak languages other than English, in particular those with non-Anglophone backgrounds, has been emphasised in recent years to challenge the monolingual English norm. To explore effective pedagogies to motivate these bilingual doctoral researchers to theorise translingually, this paper draws upon methodologies about translingualism and intercultural doctoral education to dispel the recurrent doubts raised by these bilingual doctoral researchers. Thus, semi-structured interviews were conducted with 12 Chinese bilingual doctoral researchers and their supervisors in Australia and China to understand their perceptions and practices regarding using the linguistic and epistemological resources buried in Chinese for academic purposes. In response to the concerns expressed by the participants, three critical roles of supervisors are highlighted, namely exemplifying, teaching and demanding translingual theorising. These three roles are further developed into a pedagogical framework inspired by the Chinese word jiāo/jiào 教, which itself is an example of translingual theorising.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
吉教 中国双语博士研究者的跨语言理论:跨文化博士教育的教育学
近年来,讲英语以外语言的双语博士研究人员的跨文化和跨语言多样性,特别是那些具有非英语背景的双语博士研究人员,已经受到重视,以挑战单语英语规范。为了探索有效的教学方法来激励这些双语博士研究人员进行翻译理论化,本文借鉴了翻译主义和跨文化博士教育的方法来消除这些双语博士研究人员反复提出的疑问。因此,我们对澳大利亚和中国的12名中文双语博士研究人员及其导师进行了半结构化访谈,以了解他们对将中文语言和认识论资源用于学术目的的看法和做法。针对参与者所表达的担忧,本文强调了导师的三个关键角色,即示范、教学和要求翻译理论。这三个角色被进一步发展成一个受中文单词jiāo/jiào /启发的教学框架,这本身就是翻译理论的一个例子。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
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.
期刊最新文献
Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text Understanding EFL students’ academically transitioning experiences with meaning-making-based instruction: A qualitative inquiry On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language” Let a hundred flowers bloom: Towards a coexistence of paradigms in language assessment literacy Pre-service teachers’ hinting practices in managing responses in a microteaching context
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1