Literaturnachweis - Detailanzeige
Autor/inn/en | Liu, Yang; Fang, Fan |
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Titel | Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language |
Quelle | In: RELC Journal: A Journal of Language Teaching and Research, 53 (2022) 2, S.391-399 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Fang, Fan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-6882 |
DOI | 10.1177/0033688220939222 |
Schlagwörter | Linguistic Theory; Code Switching (Language); English (Second Language); Teaching Methods; Second Language Learning; Language Usage; Native Language; Multilingualism; Language Attitudes; Positive Attitudes; Monolingualism; Educational Policy; Language of Instruction; Theory Practice Relationship Linguistische Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Sprachverhalten; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Theorie-Praxis-Beziehung |
Abstract | This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular, this article reviews stakeholders' attitudes towards the implementation of translanguaging in foreign language classroom settings. It is found that stakeholders generally hold positive attitudes towards translanguaging practices in various ELT contexts. This review highlights the importance of re-examining the significance of translanguaging in ELT practices, for example, by challenging the monolingual English-only language policy and recognizing students' first language as a linguistic resource to facilitate language learning in both English language and content learning. The article concludes by offering some practical pedagogical implications for both policy makers and language practitioners. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |