This systematic review analyzes 20 empirical articles on translanguaging (TL) pedagogies in ESL and EFL contexts. The review is guided by the following questions: (1) How is TL implemented across different teaching contexts? (2) What are the identified benefits and challenges in the implementation of TL in TESOL? (3) What are the identified future directions? Findings indicate that, in ESL contexts, educational equity was more emphasized in the implementation of TL pedagogies, whereas in EFL contexts, the TL pedagogies were more used for instruction reinforcement and creation of class rapport. Furthermore, in K-12 contexts, TL pedagogies were used for disciplining student behavior and promoting equal access to knowledge. In higher education, TL pedagogies empowered students in multilingual written and oral communication. Numerous benefits and challenges of implementing TL, along with future directions for research, were identified in the selected articles. TL pedagogies fostered an inclusive learning environment, increased students’ participation, and facilitated students’ English learning. The identified challenges included logistical issues in the implementation of TL strategies, along with strong adherence to language separation ideologies. For future research, the selected studies propose various topics including the effectiveness of TL pedagogies and call for expansion of research on pedagogical TL.
{"title":"A Systematic Review on Pedagogical Translanguaging in TESOL","authors":"G. J. Kim, Zhenjie Weng","doi":"10.55593/ej.26103a4","DOIUrl":"https://doi.org/10.55593/ej.26103a4","url":null,"abstract":"This systematic review analyzes 20 empirical articles on translanguaging (TL) pedagogies in ESL and EFL contexts. The review is guided by the following questions: (1) How is TL implemented across different teaching contexts? (2) What are the identified benefits and challenges in the implementation of TL in TESOL? (3) What are the identified future directions? Findings indicate that, in ESL contexts, educational equity was more emphasized in the implementation of TL pedagogies, whereas in EFL contexts, the TL pedagogies were more used for instruction reinforcement and creation of class rapport. Furthermore, in K-12 contexts, TL pedagogies were used for disciplining student behavior and promoting equal access to knowledge. In higher education, TL pedagogies empowered students in multilingual written and oral communication. Numerous benefits and challenges of implementing TL, along with future directions for research, were identified in the selected articles. TL pedagogies fostered an inclusive learning environment, increased students’ participation, and facilitated students’ English learning. The identified challenges included logistical issues in the implementation of TL strategies, along with strong adherence to language separation ideologies. For future research, the selected studies propose various topics including the effectiveness of TL pedagogies and call for expansion of research on pedagogical TL.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91203977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Due to the Covid-19 pandemic, lecturers of higher learning institutions had to pivot quickly from face-to-face classes to online classes. The new normal of online teaching and learning challenged lecturers in keeping their students engaged, especially when teaching a language course that heavily focuses on the writing component. The purpose of this study was to examine students’ perception of using Padlet as a learning space to simulate real-life business communication. At the end of a 14-week semester language course, a cohort of 38 diploma students responded to a self-administered online survey with a 79% response rate. Findings from the descriptive analysis indicated high mean values for most survey items measured, implying that the students were generally favourable towards the use of Padlet and the simulation approach in learning business communication. Curriculum designers and lecturers of other courses could consider the potential of using Padlet as a learning space for simulation. Recommendations, limitations, and future research directions are also discussed in this paper.
{"title":"Using Padlet as a Learning Space for Simulating Real-Life Business Communication","authors":"J. Chan","doi":"10.55593/ej.26103a14","DOIUrl":"https://doi.org/10.55593/ej.26103a14","url":null,"abstract":"Due to the Covid-19 pandemic, lecturers of higher learning institutions had to pivot quickly from face-to-face classes to online classes. The new normal of online teaching and learning challenged lecturers in keeping their students engaged, especially when teaching a language course that heavily focuses on the writing component. The purpose of this study was to examine students’ perception of using Padlet as a learning space to simulate real-life business communication. At the end of a 14-week semester language course, a cohort of 38 diploma students responded to a self-administered online survey with a 79% response rate. Findings from the descriptive analysis indicated high mean values for most survey items measured, implying that the students were generally favourable towards the use of Padlet and the simulation approach in learning business communication. Curriculum designers and lecturers of other courses could consider the potential of using Padlet as a learning space for simulation. Recommendations, limitations, and future research directions are also discussed in this paper.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"355 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91233575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although the number of emergent bilinguals (EBs), also known as English language learners (ELLs) in U.S. K-12 schools is growing at an increasing rate, K-12 mainstream teachers remain predominantly white and monolingual and receive little training for working with such learners. In addition, many states mandate “English-only” policies that prevent EBs from accessing grade-level content and academic language. Given digital inequalities, remote learning as a result of the COVID-19 pandemic may put them even further behind academically. Moreover, EBs may not have adequate at-home parental support to develop language skills in literacy. Recent studies (García & Li, 2014) have indicated that translanguaging offers great potential to close the academic achievement gap and facilitate home-school connections by embracing EB students’ home language and culture. This article discusses a qualitative participatory action research study that examined how monolingual elementary preservice teachers (PSTs) constructed a translanguaging stance and enacted it in a digital service-learning (DSL) setting in an undergraduate ESOL methods course at a southeastern university in the U.S. The article also offers insights into curriculum development and implementation as to preparing monolingual mainstream PSTs to support linguistically and culturally diverse students and families through translanguaging.
{"title":"Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals’ Literacy Learning and Culturally Responsive Family Engagement in Mainstream Preservice Teacher Education","authors":"S. Song","doi":"10.55593/ej.26103a5","DOIUrl":"https://doi.org/10.55593/ej.26103a5","url":null,"abstract":"Although the number of emergent bilinguals (EBs), also known as English language learners (ELLs) in U.S. K-12 schools is growing at an increasing rate, K-12 mainstream teachers remain predominantly white and monolingual and receive little training for working with such learners. In addition, many states mandate “English-only” policies that prevent EBs from accessing grade-level content and academic language. Given digital inequalities, remote learning as a result of the COVID-19 pandemic may put them even further behind academically. Moreover, EBs may not have adequate at-home parental support to develop language skills in literacy. Recent studies (García & Li, 2014) have indicated that translanguaging offers great potential to close the academic achievement gap and facilitate home-school connections by embracing EB students’ home language and culture. This article discusses a qualitative participatory action research study that examined how monolingual elementary preservice teachers (PSTs) constructed a translanguaging stance and enacted it in a digital service-learning (DSL) setting in an undergraduate ESOL methods course at a southeastern university in the U.S. The article also offers insights into curriculum development and implementation as to preparing monolingual mainstream PSTs to support linguistically and culturally diverse students and families through translanguaging.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86988926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This mixed-methods study explored the effects of employing a genre-based approach (GBA) to descriptive report writing on the understanding of text structure and ideational, interpersonal and textual meanings among Japanese university students of English as a Foreign Language (EFL) over a 15-week course divided into three units. Applied within a systemic functional linguistics (SFL) framework, the GBA allowed micro- and macro-analyses of essays from 23 first-year university students with low/high proficiency in English and limited/extensive second-language writing experience. Quantitative analysis collected general impression scores from all students’ essays at three time points using the SFL rubric. Qualitative investigation applied clause structure annotations to identify and analyse the functional parts of the clause from three metafunctional perspectives—ideational, interpersonal and textual—on descriptive genre essays by EFL learners. Lower-proficiency and novice EFL students demonstrated an improved understanding of the content, events and background information of the essay topics (ideational), and the social and power relationships between readers and writers (interpersonal). By comparison, high-proficiency and experienced students demonstrated a better understanding of the structure and coherence of the essay. This study was limited in developing an understanding of the use of pronouns and auxiliary verbs, which should be addressed in future studies.
{"title":"A Genre-based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students","authors":"Akiko Nagao","doi":"10.55593/ej.26103a13","DOIUrl":"https://doi.org/10.55593/ej.26103a13","url":null,"abstract":"This mixed-methods study explored the effects of employing a genre-based approach (GBA) to descriptive report writing on the understanding of text structure and ideational, interpersonal and textual meanings among Japanese university students of English as a Foreign Language (EFL) over a 15-week course divided into three units. Applied within a systemic functional linguistics (SFL) framework, the GBA allowed micro- and macro-analyses of essays from 23 first-year university students with low/high proficiency in English and limited/extensive second-language writing experience. Quantitative analysis collected general impression scores from all students’ essays at three time points using the SFL rubric. Qualitative investigation applied clause structure annotations to identify and analyse the functional parts of the clause from three metafunctional perspectives—ideational, interpersonal and textual—on descriptive genre essays by EFL learners. Lower-proficiency and novice EFL students demonstrated an improved understanding of the content, events and background information of the essay topics (ideational), and the social and power relationships between readers and writers (interpersonal). By comparison, high-proficiency and experienced students demonstrated a better understanding of the structure and coherence of the essay. This study was limited in developing an understanding of the use of pronouns and auxiliary verbs, which should be addressed in future studies.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82245054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be recognised and incorporated into current English language education. It further asserts the need to regard the two paradigms as complementary but possibly conflated in future English language education. If the notion of Global Englishes aims to incorporate some issues in English language education, including linguistic imperialism, language policy and planning, translanguaging brings that aspiration into classroom discourse. Both policy makers and language practitioners should recognise the commonalities of Global Englishes and translanguaging to be conflated in current English language education. This paper discusses some proposals for how these two paradigms can be incorporated into English language education from the perspectives of 1) critical pedagogy in applied linguistics and 2) decolonising pedagogy for the inclusion of minority/indigenous languages in language education. This paper concludes that English language education, as well as language education in general, has the multilingual and translinguistic opportunity to promote diversity and inclusion of language use. The field of teaching English as a second/foreign/additional language should address the need for diversity and inclusion in language education from the perspective of Global Englishes and translanguaging not as lip service but by implementing these proposals into practice.
{"title":"Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education","authors":"F. Fang, Yudie Xu","doi":"10.55593/ej.26103a9","DOIUrl":"https://doi.org/10.55593/ej.26103a9","url":null,"abstract":"This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be recognised and incorporated into current English language education. It further asserts the need to regard the two paradigms as complementary but possibly conflated in future English language education. If the notion of Global Englishes aims to incorporate some issues in English language education, including linguistic imperialism, language policy and planning, translanguaging brings that aspiration into classroom discourse. Both policy makers and language practitioners should recognise the commonalities of Global Englishes and translanguaging to be conflated in current English language education. This paper discusses some proposals for how these two paradigms can be incorporated into English language education from the perspectives of 1) critical pedagogy in applied linguistics and 2) decolonising pedagogy for the inclusion of minority/indigenous languages in language education. This paper concludes that English language education, as well as language education in general, has the multilingual and translinguistic opportunity to promote diversity and inclusion of language use. The field of teaching English as a second/foreign/additional language should address the need for diversity and inclusion in language education from the perspective of Global Englishes and translanguaging not as lip service but by implementing these proposals into practice.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76329081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since it was first published by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has become one of the most widely referenced documents in language education, particularly in English language teaching and assessment (Savski, in press). The recently released CEFR Companion Volume (2020), with its new descriptions of plurilingual and pluricultural competence and mediation, has done much to extend the potential of the framework, as it provides a more concrete foundation for using CEFR to support heteroglossic pedagogies. In this way, CEFR has acquired a greater level of potential relevance to innovative pedagogies in English language education, such as Global Englishes Language Teaching (GELT), which seeks to equip learners with communicative skills and dispositions needed for success in a world where the target interlocutors are linguistically and culturally diverse (Rose & Galloway, 2019). In this paper, we examine the prospects for using CEFR to support heteroglossic pedagogies like GELT, highlighting points of convergence between descriptions of competence in CEFR and current scholarship in Global Englishes, as well as points of divergence between the two. We underline the need to embed CEFR in decentralizing educational reforms, in which the framework is used to facilitate teacher agency, rather than to impose objectives and methods upon them.
自2001年由欧洲委员会首次出版以来，欧洲共同语言参考框架(CEFR)已成为语言教育，特别是英语教学和评估中最广泛引用的文件之一(Savski, in press)。最近发布的CEFR配套卷(2020)对多语言和多元文化能力和调解进行了新的描述，为扩展该框架的潜力做了很多工作，因为它为使用CEFR支持异质语教学法提供了更具体的基础。通过这种方式，CEFR已经获得了与英语语言教育创新教学法更大程度的潜在相关性，例如全球英语教学(GELT)，它旨在为学习者提供在目标对话者具有语言和文化多样性的世界中取得成功所需的交际技巧和性格(Rose & Galloway, 2019)。在本文中，我们研究了使用CEFR来支持像GELT这样的异质语教学法的前景，强调了CEFR中能力描述与当前全球英语学术之间的趋同点，以及两者之间的分歧点。我们强调有必要将CEFR纳入下放教育改革，利用该框架促进教师代理，而不是将目标和方法强加于他们。
{"title":"CEFR: A Global Framework for Global Englishes?","authors":"Kristof Savski, D. Prabjandee","doi":"10.55593/ej.26103a1","DOIUrl":"https://doi.org/10.55593/ej.26103a1","url":null,"abstract":"Since it was first published by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has become one of the most widely referenced documents in language education, particularly in English language teaching and assessment (Savski, in press). The recently released CEFR Companion Volume (2020), with its new descriptions of plurilingual and pluricultural competence and mediation, has done much to extend the potential of the framework, as it provides a more concrete foundation for using CEFR to support heteroglossic pedagogies. In this way, CEFR has acquired a greater level of potential relevance to innovative pedagogies in English language education, such as Global Englishes Language Teaching (GELT), which seeks to equip learners with communicative skills and dispositions needed for success in a world where the target interlocutors are linguistically and culturally diverse (Rose & Galloway, 2019). In this paper, we examine the prospects for using CEFR to support heteroglossic pedagogies like GELT, highlighting points of convergence between descriptions of competence in CEFR and current scholarship in Global Englishes, as well as points of divergence between the two. We underline the need to embed CEFR in decentralizing educational reforms, in which the framework is used to facilitate teacher agency, rather than to impose objectives and methods upon them.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91308048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Originating from Welsh language as ‘trawsieithu’ (Lewis, Jones & Baker, 2012, p. 643), the term translanguaging has become a popular new term added to bilingual and multilingual education in many parts of the world. Apparently, the concept of translanguaging is supposed to broaden the fields of bilingualism and multilingualism to give them a more global perspective (note the title of García’s (2009) book. I have been invited by the editors of this collection to give my views on translanguaging within the second language education world. So in this brief article I give my reflections on what I think the term means to me as a second language teacher educator. As you will see I have more questions than answers about this new and interesting concept but nevertheless I try to apply it to a second language classroom.
译语一词起源于威尔士语的“trawsieithu”(Lewis, Jones & Baker, 2012, p. 643)，已成为世界许多地区双语和多语教育中流行的新术语。显然，译语的概念应该拓宽双语和多语的领域，给他们一个更全球化的视角(注意García(2009)书的标题)。本文集的编辑邀请我就第二语言教育界的译语问题发表我的看法。因此，在这篇简短的文章中，我给出了我认为这个术语对我作为一名第二语言教师教育者的意义。正如你将看到的，关于这个有趣的新概念，我的问题比答案要多，但尽管如此，我还是试图将它应用到第二语言课堂上。
{"title":"Reflecting on Translanguaging: ‘Across’ and ‘Beyond’ Multilingualism","authors":"T. Farrell","doi":"10.55593/ej.26103a21","DOIUrl":"https://doi.org/10.55593/ej.26103a21","url":null,"abstract":"Originating from Welsh language as ‘trawsieithu’ (Lewis, Jones & Baker, 2012, p. 643), the term translanguaging has become a popular new term added to bilingual and multilingual education in many parts of the world. Apparently, the concept of translanguaging is supposed to broaden the fields of bilingualism and multilingualism to give them a more global perspective (note the title of García’s (2009) book. I have been invited by the editors of this collection to give my views on translanguaging within the second language education world. So in this brief article I give my reflections on what I think the term means to me as a second language teacher educator. As you will see I have more questions than answers about this new and interesting concept but nevertheless I try to apply it to a second language classroom.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85763582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Meng Huat Chau, Anita Lie, Chenghao Zhu, G. Jacobs
Until very recently, much of the educational and applied linguistics discourse about students and their learning was based on a deficit view (e.g., “low proficiency,” “they should know this,” “they need to improve their command of English”). Such a view justifies the traditional role of teachers imparting knowledge and students passively absorbing it. In fact, John Dewey, writing over a century ago, highlighted this sad state of affairs in education: Why is it, in spite of the fact that teaching by pouring in, learning by a passive absorption, are universally condemned, that they are still so entrenched in practice? That education is not an affair of “telling” and being told but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. (Dewey, 1916/2001, pp. 43-44) In this short contribution, we share our views on how inclusive language education may be promoted based on Global Englishes and translanguaging through a reconceptualization of who students really are. But before that, we must emphasize that inclusive education is about valuing all cultures and all languages. It encourages students and teachers to use all the cultures and languages they can draw upon in order to understand and master their world, and to act upon that world for their own benefit and the benefit of all.
{"title":"On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students’ Capacity for Communication","authors":"Meng Huat Chau, Anita Lie, Chenghao Zhu, G. Jacobs","doi":"10.55593/ej.26103a20","DOIUrl":"https://doi.org/10.55593/ej.26103a20","url":null,"abstract":"Until very recently, much of the educational and applied linguistics discourse about students and their learning was based on a deficit view (e.g., “low proficiency,” “they should know this,” “they need to improve their command of English”). Such a view justifies the traditional role of teachers imparting knowledge and students passively absorbing it. In fact, John Dewey, writing over a century ago, highlighted this sad state of affairs in education: Why is it, in spite of the fact that teaching by pouring in, learning by a passive absorption, are universally condemned, that they are still so entrenched in practice? That education is not an affair of “telling” and being told but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. (Dewey, 1916/2001, pp. 43-44) In this short contribution, we share our views on how inclusive language education may be promoted based on Global Englishes and translanguaging through a reconceptualization of who students really are. But before that, we must emphasize that inclusive education is about valuing all cultures and all languages. It encourages students and teachers to use all the cultures and languages they can draw upon in order to understand and master their world, and to act upon that world for their own benefit and the benefit of all.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85155735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.55593/ej.26103stevens
Thomas Robb
This is the first time for TESL-EJ to publish a remembrance. Vance Stevens’ great energy and significant influence on the use of technology for language learning, particularly through informal networks, behooves us to honor him in this way.
{"title":"In Memorium: Vance Stevens","authors":"Thomas Robb","doi":"10.55593/ej.26103stevens","DOIUrl":"https://doi.org/10.55593/ej.26103stevens","url":null,"abstract":"This is the first time for TESL-EJ to publish a remembrance. Vance Stevens’ great energy and significant influence on the use of technology for language learning, particularly through informal networks, behooves us to honor him in this way.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81477577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the increase in linguistic and cultural diversity in South Korea, the landscape of English education in Korean classrooms has been changing. This has led to an increased need to explore the language and literacy practices of the emergent multilingual youth in Korea where one (official) language (Korean) has been predominantly used as the medium of instruction for English teaching and learning. Addressing this need for more research on how emerging multilingual children learn English in the diverse Korean classrooms of today, this four-year longitudinal case study explored out-of-classroom English language learning experiences of three Uzbek students in South Korea. Drawing upon the conceptual framework of translanguaging and agency, data were collected from various sources. I found that the actions taken by these students to learn English depended on their interlocutors, practical and academic purposes, and language ideologies embedded in contexts, which in turn influenced learners’ agency and translanguaging practices. More specifically, the findings show the students exercised agency over their choice of linguistic and non-linguistic resources in order to expand their linguistic repertoires on their own accord. These findings provide implications for EFL research and pedagogy, particularly within the context of the transition from monolingual to multilingual.
{"title":"Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea","authors":"Jin-Ho Jang","doi":"10.55593/ej.26103a6","DOIUrl":"https://doi.org/10.55593/ej.26103a6","url":null,"abstract":"With the increase in linguistic and cultural diversity in South Korea, the landscape of English education in Korean classrooms has been changing. This has led to an increased need to explore the language and literacy practices of the emergent multilingual youth in Korea where one (official) language (Korean) has been predominantly used as the medium of instruction for English teaching and learning. Addressing this need for more research on how emerging multilingual children learn English in the diverse Korean classrooms of today, this four-year longitudinal case study explored out-of-classroom English language learning experiences of three Uzbek students in South Korea. Drawing upon the conceptual framework of translanguaging and agency, data were collected from various sources. I found that the actions taken by these students to learn English depended on their interlocutors, practical and academic purposes, and language ideologies embedded in contexts, which in turn influenced learners’ agency and translanguaging practices. More specifically, the findings show the students exercised agency over their choice of linguistic and non-linguistic resources in order to expand their linguistic repertoires on their own accord. These findings provide implications for EFL research and pedagogy, particularly within the context of the transition from monolingual to multilingual.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81104919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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