ERIC Number: EJ1411367
Record Type: Journal
Publication Date: 2024
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-8322
EISSN: EISSN-1545-7249
Translanguaging and "English Only" at Universities
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v58 n1 p307-333 2024
Translanguaging literature has broadly discussed translanguaging as fostering expressive and creative interactions within classroom contexts. Often overlooked, however, are the responses of students who are encouraged to translanguage in spaces they previously deemed to be reserved for the dominant language only. Using Linguistic Ethno-graphy, we investigate the interactions of eight Chinese university students in two classroom settings at an Australian university. We examine how explicit or implicit English only norms at this university, combined with students' beliefs about English use, affect translanguaging practices and how English as an additional language (LX) users incorporate various resources, including spatial repertoires, peer support, and silence, to varying degrees of success within two different classrooms. The pedagogical implications of this examination point toward academics needing to embrace and legitimize translanguaging practices, not only at classroom level, but at course, university and policy level. Teachers in pre-tertiary English language courses also need to incorporate such practices into their classrooms if EAL/D students are to be convinced of the legitimacy of translanguaging in the university classroom.
Descriptors: Foreign Countries, Mandarin Chinese, English (Second Language), English for Academic Purposes, College Students, English Only Movement, Language Attitudes, Student Attitudes, Code Switching (Language), Translation
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A