Translanguaging Practices of Macau Junior-One Students in a Remedial Class

Autor/inn/en	Chan, Brian Hok-Shing; Chou, Chris Ion-Pang
Titel	Translanguaging Practices of Macau Junior-One Students in a Remedial Class
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 37 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-022-00164-3
Schlagwörter	Code Switching (Language); English (Second Language); Second Language Learning; Second Language Instruction; Sino Tibetan Languages; Mandarin Chinese; Japanese; Cooperative Learning; Learning Activities; Nonverbal Communication; Remedial Instruction; Teacher Student Relationship; Semiotics; Language Usage; Native Language; Teacher Role; Peer Teaching; Peer Relationship; Academic Language; Preferences; Language Variation; Self Concept; Pragmatics; Foreign Countries; Secondary School Students; Macau + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Japaner; Japanisch; Kooperatives Lernen; Lernaktivität; Non-verbal communication; Nonverbale Kommunikation; Förderkurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Semiotik; Sprachgebrauch; Lehrerrolle; Peer group teaching; Peer Group Teaching; Peer-Beziehungen; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachenvielfalt; Selbstkonzept; Pragmalinguistik; Ausland; Sekundarschüler
Abstract	This qualitative study analyzes the use of translanguaging in co-learning activities involving four junior-one students in an English remedial class. The school advocates a policy of English immersion in the regular English class, although students may have difficulty understanding the teachers and interacting with them during the classes. In the remedial class, however, the policy is not strictly enforced, and, hence, students can leverage semiotic resources from their linguistic repertoires without restriction. All four learners constantly engage in translanguaging in interactive, co-learning activities, drawing upon semiotic resources from not only different languages (i.e., English, Cantonese, Japanese, Mandarin) but also non-academic registers (i.e., trendy expressions, internet slang) and non-verbal modes (e.g., body gestures, facial expression). In this particular context, the major purpose of translanguaging is to enable the subjects to take up multiple roles (i.e., as a peer and as a 'little teacher') and enact different relationships with classmates/groupmates (i.e., peer-peer and teacher-student) in the class (i.e., Excerpts 1 and 2). In the case of a low achiever, translanguaging allows him to actively seek help from the other 'little teachers'; moreover, his use of Japanese, in which he takes pride, serves as a face-saving strategy. The preference for particular expressions (e.g., internet slang, trendy expressions, Japanese) reflects the students' hobbies, personal experiences and cultural preferences, thus building their individual image and identity in relation to the teacher and other students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01