学术写作话语中的译语与权力:以孟加拉大学为例

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2022-04-29 DOI:10.1080/19463014.2022.2046621
A. Rafi, A. Morgan
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引用次数: 8

摘要

摘要本研究探讨了在孟加拉国一所英语私立大学的学术写作课上,跨语言教学法在引导双语学生紧张和挣扎中的作用。通过课堂观察、教学干预、与六名学生的焦点小组讨论以及与班主任的半结构化访谈来收集数据。通过对观察数据的分析,发现纯英语政策导致的守门遭遇影响了学生的参与度和课堂参与度。通过多种翻译策略设计的干预提高了学生的元语言意识、元认知意识和社会语言意识,发展了多元能力,促进了学生对学术写作任务的充分参与。尽管有这些好处,但参与者对将跨语言作为一种常规做法和写作指导政策表示了不同的反应,这可能会挑战学术写作中的语言分离传统,只使用英语的偏见,并表达了对孟加拉国语和语言民族主义交叉污染的可能性的看法。
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Translanguaging and power in academic writing discourse: the case of a Bangladeshi university
ABSTRACT This study explored the role of translanguaging pedagogies in navigating bilingual students’ tensions and struggles in an academic writing class of an English medium private university in Bangladesh. Data were collected through classroom observation, a pedagogical intervention, a focus group discussion with six students and a semi-structured interview with the class teacher. The analysis of observation data revealed that the gate-keeping encounters precipitated by the English-only policy affected student engagement and class participation. In contrast, the intervention designed through several translanguaging strategies enhanced students’ metalinguistic, metacognitive and sociolinguistic awareness, developed multicompetence, and facilitated full participation rate in an academic writing task. Irrespective of these benefits, participants expressed mixed reactions toward accepting translanguaging as a regular practice and a policy in writing instruction that might challenge language separation traditions in academic writing, English-only biases, and expressed views about the potential for cross-contamination of Bangla language and linguistic nationalism in Bangladesh.
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
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