Browsing by Subject "Translanguaging"
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ItemDeveloping Thai learners' CIC through translanguaging in one-on-one English tutorial sessionsThis article presents a conceptual paper, which proposes a concept of employing translanguaging as a pedagogical tool to promote the learners’ CIC – Classroom Interactional Competence, which lies at the heart of learning. The aim of the concept is to bridge two practices of monolingualism between Thai teachers who teach English through Thai only and native speakers who use English only. Translanguaging reflects reality in terms of using both languages to interact to improve the interactional competence of the learners. When both the teachers and the learners translanguage in the classroom, ‘translanguaging space’ is established. This means boundary lines of the two languages are blurred and become so permeable that the learners are able to step in the space and utilize it to make their own ‘space of learning’ through interactions with the teachers. This concept implies that the more the learners interact with the teachers, the more they learn English. Thus, if the learners’ CIC develops in translanguaging classroom context, it can be argued that translanguaging promotes Thai learners’ CIC, which is seen the same thing as the progress of learning. The paper introduces the concept, reviews literature on translanguaging and CIC, discusses conceptual framework, and proposes significant issues in conducting a future study.
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ItemEnglish figurative chunks teaching and comprehension among Chinese private University studentsThe comprehension of figurative language is a known difficulty among L2 learners, particularly with idiomatic expressions. As such the teaching of figurative chunks is of great significance. This study involved a pedagogical intervention for teaching figurative chunks through translanguaging to improve students' idiomatic expressions. Based on pretest of 108 students' comprehension of figurative chunks, 40 students were selected to participate in the translanguaging pedagogical intervention. The effectiveness of teaching can be dtermined through observations, the comparison of students' test results, and interviews. The main factors affecting the comprehension of figurative chunks were literal meaning and contextual factors. L2 learners' initial comprehension of figurative chunks was difficult to change without considering other factors. Therefore, during teaching, the teacher guided students in analyzing context and improving the ability to make inferences from figurative chunks. Through this intervention, students were able to develop the semantic and pragmatic comprehensive mode of figurative chunks in a specific context, which improved students' comprehensive ability and communicative ability.
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ItemEnglish for oral transactional communication: a case study of financial office personnelSince the 20th century, English had spread through many countries used as an international language which is frequently used for a wide range purpose in public and personal needs. This case study aimed to identify the use of language(s) for communication between staff and student and to assess possible solutions to help staff improve their English communication skills as the use of English for oral transactional communication, a case study of financial office personnel. The conversation transcriptions were collected as the data for analyzing; these conversations were analyzed by adapting the CANCODE corpus model focusing on spoken discourse analysis. The main issue was on the use of language for both L1 and L2 in the process of the transactions. By analyzing each transcription in detail, it revealed the movement of the transaction between the participants and how English and Thai were used in the communication process. The use of translanguaging seemed to help the financial personnel offcers to overcome certain difficulties in communication when faced with the level of transactional interaction required in their job. However, the lack of ability to explain financial technical term to the 'clients' lead to misunderstandings in the conversation.
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ItemEnglish-plus or english-only: the affordances and constraints of reading using translanguaging among Chinese students at a private UniversityPrivate higher education plays a vital role in its transition to a knowledge society. However, it is also facing a challenge to mitigate the local tension between access, equity, and quality. Recently, translanguaging as pedagogy has emerged in an emancipatory manner for teachers in English medium instruction contexts, like the Chinese private university, where the students are not able to perform in English-only classrooms. However, although pedagogical translanguaging in English reading is acknowledged by bilingual educators, we have little knowledge about the students’ attitudes toward it. Students are the real actors of translanguaging practices. Their attitudes and stances are decisive to their further application of this translanguaging approach. The study aims to explore Chinese private university students’ attitudes toward pedagogical translanguaging as a classroom norm in an English reading classroom. The data were collected through two debriefing interviews before and after translanguaging as intervention. A thematic analysis of the affordances and constraints was carried out to examine their perceptions about translanguaging. The findings showed that translanguaging practices among Chinese private university students have not been completely independent of monolingual ideology. Yet their appreciation of translanguaging informed the possibility of fortifying translanguaging awareness and thus establishing an ecological and democratic translanguaging classroom.
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ItemKorean and English, language development within the context of a Korean community and international schools in Bangkok, ThailandThe main purpose of this study was to identify the functional use of Korean and English, and language development within the context of a Korean Community and international schools in Bangkok from the perspective of six Korean International students in Thailand. Through the analysis of the qualitative data from the six Korean students, such as observation, measuring the number of clauses, the complexity of nominal groups in English writing and the complexity of modifiers in Korean, the findings revealed that the six students learned their L1 (Korean) and L2 (English) through cooperation, mediation, and scaffolding in their interaction as described by Vygotsky in his "Sociocultural Theory". The contexts of the Korean Community and international schools seem to have had a positive effect on development of L1 and L2 based on Halliday's Systemic Functional Grammar. Moreover, the practice of translanguaging among participants helped them to understand and mediate with others more effectively. Finally, through comparing the thematic discourse analysis of the participants' English writings, the development of the L1 also seemed to have influenced the development of L2.
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ItemA Pedagogical Perspective of Translanguaging in the ASEAN Context: A Lesson from Blogging( 2016) Deocampo, Marilyn FernandezThe focus of this study is to highlight how multilingual society such as in the Philippines and Singapore use translanguaging (Garcia, 2009), an umbrella term which is more than hybrid languages (Gutierrez et al., 1999) and code-switching and code-mixing (Bautista 2004; Mahootian, 2006) in journalistic blogs provided by yahoo.sg and yahoo.ph. Translanguaging is a linguistic resource used by various respondents to express their thoughts and feelings. The data in this study suggests that the majority of the participants exhibit a high degree of social intolerance mainly because their blogs are uncensored. The interaction among the participants through translanguaging was maintained using linguistic resources such as their varying language abilities and other semiotic devices found in journalistic blogging. This present paper focuses on one area that was of topical interest in Singapore and The Philippines: education. The implications of this study may well be that diverse ethnic backgrounds, allied to diversity in societies illustrate that people’s linguistic repertoires, “reflect the polycentricity of their environments” and is important to education specifically in language learning (Blommaert & Backus, 2013, p.20).
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ItemThe use of English as a lingua franca in translation( 2016) Foley, J. A. ; Deocampo, M. F.In translation, not only two languages but two cultures come into contact which means that translators must consider who wrote the text, when, why, for whom and who is now reading it and for what purpose. In the wake of rapid technological advances and the need to spread information quickly and efficiently, translation has grown in importance in the globalized world. So has its reliance on English in its role as a global lingua franca. English is often being used for ‘interculturalizing’ native languages but it is also true that English texts are written by speakers who use English as a lingua franca (ELF) with the additional consequence of local languages being incorporated into the texts. This is the linguistic hybridity used in constructing a wider view of the world. However, the prime aim of any lingua franca communication is mutual intelligibility. Saussure wrote about the contrasting principles of provincialism (ésprit de clocher) and what he termed intercourse: the need for broader communication. We can see Saussure’s principles as two imperatives: the cooperative and territorial imperatives. That is to say that language change is brought about by the ‘cooperative imperative’ as we need to continually modify our language in order to communicate with other people. At the same time, there is the ‘territorial imperative’ to secure and protect our own space and sustain our separate social and individual identity. In this study, the translation of linguistic units can only be understood when considered together with the cultural contexts in which they arise, and in which they are used. Blogging in Singapore and the Philippines is part of the ‘cooperative and territorial imperatives’ where the use of English as a lingua franca is intertwined with translanguaging.