Startseite Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching
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Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching

  • Mengjun Nie , Juexuan Lu ORCID logo , Yongyan Zheng ORCID logo EMAIL logo und Qi Shen EMAIL logo
Veröffentlicht/Copyright: 10. November 2022
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Applied Linguistics Review
Aus der Zeitschrift Applied Linguistics Review Band 15 Heft 4

Abstract

Translanguaging practices in Chinese as a second language (CSL) classrooms have been a heated topic in recent years, despite the longstanding Chinese-monolingual ideology. Against this backdrop, we have explored the functions of translanguaging practices in CSL classroom and the interplay of translanguaging and learners’ participation, by comparing the language practices of a translanguaging-oriented classroom and a Chinese-monolingual classroom. We found the functions of classroom translanguaging include meaning-negotiation, peer-assisting, efficiency-increasing and communication encouraging. The findings also reveal that although multilingual practices can also be found in the Chinese-monolingual classroom, they are characterized by a norm-conforming pattern, in contrast to the norm-breaking pattern in the translanguaging-oriented classroom, and the latter can empower students and motivate them to become engaged in Chinese learning. Moreover, multilingual practices deliberately adopted by teachers can be regarded as pedagogical translanguaging and facilitate learner engagement only when there exists no discrepancy between their pedagogical ideology (i.e. advocating translanguaging) and practices. Based on our findings, we advocate a reflection and adjustments to the current monolingual policy in CSL classroom.

Keywords: CSL classroom; learner participation; pedagogical translanguaging; translanguaging
Corresponding authors: Yongyan Zheng, Fudan University, Shanghai, China, E-mail: ; and Qi Shen, Tongji University, Shanghai, China, E-mail:
Appendix A

Protocol of student semi-structured interview:

  1. 你会说几种语言? How many languages do you speak?

  2. 平时在跟中国人沟通的时候, 你会觉得很困难吗? Do you find it difficult to communicate with Chinese people in your daily life?

  3. 你在平时学习汉语时会尝试完全沉浸式学习法, 比如让自己完全只说汉语吗? 为什么? Have you tried to learn Chinese by total immersion, for example by speaking only Chinese? Why or why not?

  4. 在你有不懂的问题时, 你更希望让老师用中文解释, 还是觉得只要能够解释清楚, 什么语言都可以? When you have a question that you don’t understand, do you prefer to have the teacher explain it in Chinese, or do you feel that any language is fine as long as it can be explained clearly?

  5. 你觉得英语和法语 (或其他语言) 有时能帮助你学习中文吗? 如果能, 请举例说明; 如果不能, 请说明为什么。Do you think that English and French (or any other languages) can sometimes help you to learn Chinese? Why or why not?

  6. 你会希望老师在课堂上只说汉语, 并且严格要求你也只用汉语表达吗? 请说明理由。Do you expect your teacher to speak only Chinese in class and to strictly require you to express yourself in Chinese only? Why or why not?

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Received: 2022-09-29
Accepted: 2022-10-17
Published Online: 2022-11-10
Published in Print: 2024-07-26

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Special Issue: Power, Linguistic Discrimination and Inequality in English Language Teaching and Learning (ELTL): Reflection and Reform for Applied Linguistics from the Global South; Guest Editors: Fan Gabriel Fang and Sender Dovchin
  3. Editorial
  4. Reflection and reform of applied linguistics from the Global South: power and inequality in English users from the Global South
  5. Research Articles
  6. Translingual English discrimination: loss of academic sense of belonging, the hiring order of things, and students from the Global South
  7. Applied linguistics from the Global South: way forward to linguistic equality and social justice
  8. English high-stakes testing and constructing the ‘international’ in Kazakhstan and Mongolia
  9. The mundanity of translanguaging and Aboriginal identity in Australia
  10. Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms
  11. Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy
  12. Commentary
  13. Transidiomatic favela: language resources and embodied resistance in Brazilian and South African peripheries
  14. Special Issue: Translanguaging Outside the Centre: Perspectives from Chinese Language Teaching; Guest Editor: Danping Wang
  15. Editorial
  16. Translanguaging outside the centre: perspectives from Chinese language teaching
  17. Research Articles
  18. Translanguaging as a decolonising approach: students’ perspectives towards integrating Indigenous epistemology in language teaching
  19. Translanguaging as sociolinguistic infrastructuring to foster epistemic justice in international Chinese-medium-instruction degree programs in China
  20. Translanguaging as a pedagogy: exploring the use of teachers’ and students’ bilingual repertoires in Chinese language education
  21. A think-aloud method of investigating translanguaging strategies in learning Chinese characters
  22. Translanguaging pedagogies in developing morphological awareness: the case of Japanese students learning Chinese in China
  23. Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching
  24. A multimodal analysis of the online translanguaging practices of international students studying Chinese in a Chinese university
  25. Special Issue: Research Synthesis in Language Learning and Teaching; Guest Editors: Sin Wang Chong, Melissa Bond and Hamish Chalmers
  26. Editorial
  27. Opening the methodological black box of research synthesis in language education: where are we now and where are we heading?
  28. Research Article
  29. A typology of secondary research in Applied Linguistics
  30. Review Articles
  31. A scientometric analysis of applied linguistics research (1970–2022): methodology and future directions
  32. A systematic review of meta-analyses in second language research: current practices, issues, and recommendations
  33. Research Article
  34. Topics, publication patterns, and reporting quality in systematic reviews in language education. Lessons from the international database of education systematic reviews (IDESR)
  35. Review Article
  36. Bilingual education in China: a qualitative synthesis of research on models and perceptions
  37. Regular Issue Articles
  38. An interactional approach to speech acts for applied linguistics
  39. “Church is like a mini Korea”: the potential of migrant religious organisations for promoting heritage language maintenance
https://doi.org/10.1515/applirev-2022-0136
Schlagwörter für diesen Artikel
CSL classroom; learner participation; pedagogical translanguaging; translanguaging

Artikel in diesem Heft

  1. Frontmatter
  2. Special Issue: Power, Linguistic Discrimination and Inequality in English Language Teaching and Learning (ELTL): Reflection and Reform for Applied Linguistics from the Global South; Guest Editors: Fan Gabriel Fang and Sender Dovchin
  3. Editorial
  4. Reflection and reform of applied linguistics from the Global South: power and inequality in English users from the Global South
  5. Research Articles
  6. Translingual English discrimination: loss of academic sense of belonging, the hiring order of things, and students from the Global South
  7. Applied linguistics from the Global South: way forward to linguistic equality and social justice
  8. English high-stakes testing and constructing the ‘international’ in Kazakhstan and Mongolia
  9. The mundanity of translanguaging and Aboriginal identity in Australia
  10. Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms
  11. Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy
  12. Commentary
  13. Transidiomatic favela: language resources and embodied resistance in Brazilian and South African peripheries
  14. Special Issue: Translanguaging Outside the Centre: Perspectives from Chinese Language Teaching; Guest Editor: Danping Wang
  15. Editorial
  16. Translanguaging outside the centre: perspectives from Chinese language teaching
  17. Research Articles
  18. Translanguaging as a decolonising approach: students’ perspectives towards integrating Indigenous epistemology in language teaching
  19. Translanguaging as sociolinguistic infrastructuring to foster epistemic justice in international Chinese-medium-instruction degree programs in China
  20. Translanguaging as a pedagogy: exploring the use of teachers’ and students’ bilingual repertoires in Chinese language education
  21. A think-aloud method of investigating translanguaging strategies in learning Chinese characters
  22. Translanguaging pedagogies in developing morphological awareness: the case of Japanese students learning Chinese in China
  23. Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching
  24. A multimodal analysis of the online translanguaging practices of international students studying Chinese in a Chinese university
  25. Special Issue: Research Synthesis in Language Learning and Teaching; Guest Editors: Sin Wang Chong, Melissa Bond and Hamish Chalmers
  26. Editorial
  27. Opening the methodological black box of research synthesis in language education: where are we now and where are we heading?
  28. Research Article
  29. A typology of secondary research in Applied Linguistics
  30. Review Articles
  31. A scientometric analysis of applied linguistics research (1970–2022): methodology and future directions
  32. A systematic review of meta-analyses in second language research: current practices, issues, and recommendations
  33. Research Article
  34. Topics, publication patterns, and reporting quality in systematic reviews in language education. Lessons from the international database of education systematic reviews (IDESR)
  35. Review Article
  36. Bilingual education in China: a qualitative synthesis of research on models and perceptions
  37. Regular Issue Articles
  38. An interactional approach to speech acts for applied linguistics
  39. “Church is like a mini Korea”: the potential of migrant religious organisations for promoting heritage language maintenance
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