Translanguaging in Primary Level ESL Classroom in India: An Exploratory Study

Lina Mukhopadhyay
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引用次数: 5

Abstract

In this paper, a series of ESL classroom observations of a teacher in an Indian primary level government run school are presented to show concrete uses of translanguaging. Translanguaging practices were based on the inputs the teacher received from a training programme on using multilingual strategies to teach language and content. It is observed that the teacher applies translanguaging to clarify concepts using contrastive elaboration, instruct students, practice discourse based management, prepare students for classroom activities, and help them communicate. She also reflects upon her experience of translanguaging which shows her plans to use students’ L1 more systematically like by drawing lexical and form based comparisons between Telugu, Hindi (L1s) and English. Instances of use of translanguaging or fluid ways of communicating using two or three languages by this teacher and her experiences in using this approach help in validating the concept for advancing school skills in students from low SES groups who would have not otherwise been able to understand the lessons if taught in the strict monolingual mode. 
印度小学ESL课堂中的翻译:一项探索性研究
本文通过对印度一所公立小学教师的一系列ESL课堂观察,展示了翻译的具体应用。翻译实践是基于教师从使用多语言策略教授语言和内容的培训方案中获得的输入。我们观察到,教师运用翻译语言,通过对比阐述澄清概念,指导学生,实践语篇管理,为学生准备课堂活动,帮助他们交流。她还反思了她的跨语言经验,这表明她计划更系统地使用学生的母语,比如通过比较泰卢固语、印地语(l15)和英语的词汇和形式。这位老师使用两种或三种语言的跨语言或流畅的交流方式的实例,以及她使用这种方法的经验,有助于验证提高来自低社会经济地位群体的学生的学校技能的概念,如果以严格的单语模式教学,这些学生将无法理解课程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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