The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2024-06-24 DOI:10.1016/j.linged.2024.101311

Kevin W.H. Tai , Miaomiao Zuo

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引用次数: 0

Abstract

The COVID-19 pandemic has rapidly increased the use of synchronous online teaching for English-as-a-second-language (ESL) courses. However, there is a scarcity of research on the necessary teaching abilities for online ESL instruction and the advantages of real-time technologies in supporting students' L2 learning. This virtual ethnographic research examines how an ESL teacher utilizes diverse multilingual and multimodal resources to facilitate students' L2 English learning in real-time online tutorials and develops his translanguaging competence over a 10-week period. The analysis, carried out using Multimodal Conversation Analysis and Interpretative Phenomenological Analysis, reveals that the teacher progressively exhibits his capacity to use a variety of multilingual and multimodal tools and to employ different funds of knowledge to support students' English language learning. Consequently, we emphasize the significance of strengthening online language instructors' pedagogical comprehension of translanguaging to enhance their e-Classroom Interactional Competence.

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在同步在线语言辅导中培养 ESL 教师构建虚拟翻译空间的能力

COVID-19 大流行迅速增加了英语作为第二语言（ESL）课程同步在线教学的使用。然而，有关在线 ESL 教学所需的教学能力以及实时技术在支持学生学习 L2 方面的优势的研究却很少。本虚拟人种学研究探讨了一位 ESL 教师如何利用多样化的多语言和多模态资源，在为期 10 周的实时在线辅导中促进学生的 L2 英语学习，并发展其翻译语言的能力。本研究采用多模态会话分析和解释性现象学分析方法进行分析，结果显示，该教师逐步展示了其使用各种多语言和多模态工具以及运用不同知识基金来支持学生英语学习的能力。因此，我们强调加强在线语言教师对翻译语言的教学理解，对提高他们的电子课堂互动能力具有重要意义。

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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来源期刊

Linguistics and Education Multiple-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.