Translanguaging is an important part of research in language and characters,
although it has not reached a unanimous definition. It exists in the process of
teaching in different forms of language, and the use of it may vary according
to individual differences among teachers. This paper explores the use of
different forms of language and gender differences in translanguaging among 10
excellent English teachers in Chinese secondary schools, with records on a
classroom observation sheet. After a combination of quantitative and
qualitative analyses, results show that differences appear among individual
teachers in the use of different forms of language in class, and male teachers
tend to use more body language than the target language and students’ native
language, while female teachers tend to use more target language than body
language and students’ native language. The results offer us a more thorough
understanding about gender differences in translanguaging.
References
[1]
Baker, W. (2021). English as a Lingua Franca, Translanguaging, and EMI in Asian Higher Education: Implications for Pedagogy. In W. Tsou, & W. Baker (Eds.), English-Medium Instruction Translanguaging Practices in Asia (pp. 21-38). Springer. https://doi.org/10.1007/978-981-16-3001-9_2
[2]
Bao, M., & Li, W. (2022). The Origin and Development of Translanguaging as a Practical Theory:An Interview with Professor Li Wei. Foreign Languages in China, 19, 64-68. (In Chinese) https://doi.org/10.13564/j.cnki.issn.1672-9382.2022.03.013
[3]
Canagarajah, S. (2011). Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy. Applied Linguistics Review, 2, 1-28. https://doi.org/10.1515/9783110239331.1
[4]
Canagarajah, S. (2011). Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy. Modern Language Journal, 95, 401-417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
[5]
DeMatthews, D., & Izquierdo, E. (2019). Dual Language Education: Teaching and Leading in Two Languages. Springer.
[6]
García, O., & Leiva, C. (2014). Theorizing and Enacting Translanguaging for Social Justice. In A. Blackledge, & A. Creese (Eds.), Heteroglossia as Practice and Pedagogy. Educational Linguistics (Vol. 20, pp. 199-216). Springer. https://doi.org/10.1007/978-94-007-7856-6_11
[7]
García, O., et al. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
[8]
Jones, B. (2017). Translanguaging in Bilingual Schools in Wales. Journal of Language, Identity and Education, 16, 199-215. https://doi.org/10.1080/15348458.2017.1328282
[9]
Kiramba, L., & Harris, V. J. (2019). Navigating Authoritative Discourses in a Multilingual Classroom: Conversations with Policy and Practice. TESOL Quarterly, 53, 456-481. https://doi.org/10.1002/tesq.493
[10]
Lemke, J. L., & Lin, A. M. Y. (2022). Translanguaging and Flows: Towards an Alternative Conceptual Model. Educational Linguistics, 1, 134-151. https://doi.org/10.1515/eduling-2022-0001
[11]
Leonet, O., Cenoz, J., & Gorter, D. (2020). Developing Morphological Awareness across Languages: Translanguaging Pedagogies in Third Language Acquisition. Language Awareness, 29, 41-59. https://doi.org/10.1080/09658416.2019.1688338
[12]
Lewis, G., Jones, B., & Baker, C. (2021). Translanguaging: Developing Its Conceptualisation and Contextualisation. Educational Research and Evaluation, 18, 655-670. https://doi.org/10.1080/13803611.2012.718490
[13]
Li, W. (2018). Translanguaging as a Practical Theory of Language. Applied Linguistics, 39, 9-30. https://doi.org/10.1093/applin/amx039
[14]
Li, W., & García, O. (2017). From Researching Translanguaging to Translanguaging Research. In K. King, Y.-J. Lai, & S. May (Eds.), Research Methods in Language and Education. Encyclopedia of Language and Education (pp. 227-240). Springer. https://doi.org/10.1007/978-3-319-02249-9_16
[15]
Liang, D. J., & Wang, P. (2020). Development of Translanguaging and Its Implications to Foreign Language Teaching. Technology Enhanced Foreign Language Education, No. 2, 86-92, 14. (In Chinese)
[16]
Silverman, R. D. et al. (2017). Effects of a Cross-Age Peer Learning Program on the Vocabulary and Comprehension of English Learners and Non-English Learners in Elementary School. Elementary School Journal, 117, 485-512. https://doi.org/10.1086/690210
[17]
Yuan, N. Y., & Zhou, E. (2015). Translanguaging Skills: Concept, Mechanism and Research. Foreign Language World, No. 2, 7-15. (In Chinese)
