Translanguaging in EFL Contexts A Call for Change Routledge Research in Language Education Series
Auteur : Rabbidge Michael
The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. To date, translanguaging has been discussed mostly in regards to US and European contexts. This book will examine the teaching beliefs and practices of teachers within a South Korean elementary school context to evaluate the practices of current teachers who use translanguaging strategies when teaching. This examination utilizes sociological theories of pedagogic discourse to discuss the consequences of language exclusion policies on the peninsula. Using these theories, it presents an argument for why EFL contexts like South Korea need to reevaluate their current policies and understandings of language learning and teaching. By embracing translanguaging as an approach, the author argues, they will transform their traditional notions of language learning and teaching in order to view teachers as bilinguals, and learners as emerging bilinguals, rather than use terms of deficiency that have traditionally been in place for such contexts. This book's unique use of sociological theories of pedagogic discourse supports a need to promote the translanguaging ideology of language teaching and learning.
Introduction: From the beginning
Chapter 1 - Evolving understandings of language in the language classroom
Chapter 2: The framework
Chapter 3: Beliefs, identity and investment
Chapter 4: Profiling the teachers
Chapter 5: Translanguaging strategies of inclusion
Chapter 6: Translanguaging practices of exclusion
Chapter 7: Linguistic repertoires: their origins and impact on pedagogic discourse
Chapter 8: Translanguaging’s call for change
Index
Michael Rabbidge is an associate professor in the English education department of Hankuk University of foreign studies, South Korea. He graduated from Macquarie University, in Sydney, Australia, with a PhD in Applied linguistics. His research interests include bilingualism, translanguaging, language identities as well as reflexivity in qualitative research methodology.
Date de parution : 12-2020
15.6x23.4 cm
Date de parution : 03-2019
15.6x23.4 cm
Thèmes de Translanguaging in EFL Contexts :
Mots-clés :
Korean EFL Context; IRF Exchange; Language Policy; EFL Teaching Context; Language Planning; Full Linguistic Repertoire; First Language Exclusion Policies; EFL Context; Language Teaching and Learning; UK Secondary School; Pedagogic Discourse; Classroom Observations Analysis; Sociological Theories of Pedagogy; Asian EFL Context; Elementary School; Curriculum Genre; English Language Education; Instructional Register; Teaching and Learning; Translanguaging Strategies; South Korea; English Subject Teacher; Translanguaging; Emergent Bilingual; EFL; Mood Choices; Bilingualism; Language Teacher Identity; Bilinguals; Homeroom Teacher; ESL Classroom; Translanguaging Pedagogies; IRF Sequence; TOEIC Score; IRF Structure; Perfect English; Linguistic Repertoire; Tv Screen