印尼职前英语教师的多语信仰与翻译

G. E. Putrawan, Mahpul, Tuntun Sinaga, Son K. Poh, O. V. Dekhnich
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引用次数: 2

摘要

介绍。近年来,多语和译语一直是语言教育中备受关注和争论的话题。然而,据我们所知,关于职前英语教师对印度尼西亚语境下的多语翻译的看法的研究尚未出现在文献中。因此,为了解决这一差距,本研究调查了印度尼西亚职前英语教师在翻译语言方面对多语的看法,包括语言分离、语言使用/混合和语言支持。材料与方法。本研究为定量研究,采用调查研究设计。我们使用在线李克特量表收集了270名职前英语教师的数据,该问卷不包含任何潜在的敏感问题。他们年龄在17岁到26岁之间,是印度尼西亚苏门答腊岛、爪哇岛、苏拉威西岛和加里曼丹岛高等教育机构英语教育专业的英语教师候选人。收集到的数据使用描述性统计进行分析,其中包括参与者的李克特量表反应的百分比和频率分布。目前的研究结果证实了先前的研究表明,教师认为多语言和语言的协作使用是有利于学生语言学习的潜在资产。讨论与结论。对于大多数接受调查的职前教师来说,EFL课堂中的语言分离似乎是一个争论点,他们更喜欢和支持多语和翻译语言,而不是EFL课堂中的语言分离。他们同意在课堂上使用或混合使用其他语言的重要性。一方面,他们认为在课堂上避免其他语言的支持是至关重要的;另一方面,他们认为其他语言支持可以使学生受益,对未来的语言教育持乐观态度。因此,有必要逐步将教学翻译纳入现有课程。整合新的多语言事实和实施跨语言教学法是更大的教育更新的一部分。有必要有意识地在英语课堂中创造一个多语言空间(译语空间),以创造性地和批判性地充分利用学生的多语言能力,因为今天许多教师都在努力调和单语言教育政策与多语言课堂现实之间的差距。
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Beliefs about Multilingualism with Respect to Translanguaging: A Survey among Pre-Service EFL Teachers in Indonesia
Introduction. Recently, multilingualism and translanguaging have received considerable attention and are always a topic of interest and public debate in language education. However, to our knowledge, studies on pre-service EFL teachers’ beliefs about multilingualism with respect to translanguaging in the Indonesian context have not appeared in the literature. Therefore, to address this gap, this research investigated beliefs about multilingualism with respect to translanguaging, including language separation, language use/mixing, and language support, among pre-service EFL teachers in the Indonesian context. Materials and Methods. This study is quantitative in nature, adopting a survey research design. We collected data from 270 pre-service EFL teachers using an online Likert scale questionnaire that lacked any potentially sensitive questions. They were between the ages of 17 and 26, and were English teacher candidates majoring in English education at higher education institutions on the Indonesian islands of Sumatra, Java, Sulawesi, and Kalimantan. The collected data were analyzed using descriptive statistics, which included the percentages and frequency distributions of the participants’ Likert scale responses. Results. The current study’s findings corroborate previous research indicating that teachers believe multilingualism and collaborative use of languages are potential assets that can benefit their students’ language learning. Discussion and Conclusion. Language separation in EFL classrooms appears to be a point of contention for the majority of pre-service EFL teachers surveyed, with a preference for and support for multilingualism and translanguaging over language separation in EFL classrooms. They agree on the importance of using or mixing other languages in their classes. On the one hand, they believe that it is critical to avoid other language support in classrooms; on the other hand, they believe that other language support can benefit students, offering a wave of optimism about future language education. Therefore, there is a need to gradually introduce and include pedagogical translanguaging to the existing curricula. The integration of new multilingual facts and the implementation of translanguaging pedagogies are part of a larger educational renewal. There is a need to intentionally create a multilingual space (translanguaging space) in EFL classrooms to fully utilise studentsʼ multilingual capabilities creatively and critically because today many teachers struggle to reconcile the disparities between monolingual educational policies and the realities of multilingual classrooms.
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
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