Can translanguaging space be constrained? A moment analysis of an IELTS speaking teacher’s translanguaging practices in online teaching videos

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2026-04-01 Epub Date: 2026-02-01 DOI:10.1016/j.linged.2026.101510

Yunan Zhang , Jiahao Wang , Ping Liu , Lianjiang Jiang

{"title":"Can translanguaging space be constrained? A moment analysis of an IELTS speaking teacher’s translanguaging practices in online teaching videos","authors":"Yunan Zhang , Jiahao Wang , Ping Liu , Lianjiang Jiang","doi":"10.1016/j.linged.2026.101510","DOIUrl":null,"url":null,"abstract":"<div><div>Despite extensive research on translanguaging in school classrooms, studies situated in the context of online videos remain scarce. This study examines an online English teaching video through a translanguaging lens, focusing on the construction process, affordances, and constraints of the translanguaging space. Data include observations of viewers’ real-time responses and stimulated-recall interviews with four learners. Moment analysis was used to examine translanguaging moments highlighted by participants. Findings suggest that online teaching videos can constitute a translanguaging space where teachers mobilize their full linguistic repertoire to support content learning. The teacher’s embedding of key English expressions, cross-varietal and multimodal shifts, and integration of external knowledge facilitate knowledge construction. However, the translanguaging space is constrained by the video medium and teacher’s “talking head” video style: spatial constraints limit multimodal actions, and the teacher-centered monologic video format further reduces opportunities for interactive translanguaging. This study could contribute to a nuanced understanding of translanguaging in online contexts and have implications for developing online teaching materials.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"92 ","pages":"Article 101510"},"PeriodicalIF":2.1000,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589826000197","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2026/2/1 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Despite extensive research on translanguaging in school classrooms, studies situated in the context of online videos remain scarce. This study examines an online English teaching video through a translanguaging lens, focusing on the construction process, affordances, and constraints of the translanguaging space. Data include observations of viewers’ real-time responses and stimulated-recall interviews with four learners. Moment analysis was used to examine translanguaging moments highlighted by participants. Findings suggest that online teaching videos can constitute a translanguaging space where teachers mobilize their full linguistic repertoire to support content learning. The teacher’s embedding of key English expressions, cross-varietal and multimodal shifts, and integration of external knowledge facilitate knowledge construction. However, the translanguaging space is constrained by the video medium and teacher’s “talking head” video style: spatial constraints limit multimodal actions, and the teacher-centered monologic video format further reduces opportunities for interactive translanguaging. This study could contribute to a nuanced understanding of translanguaging in online contexts and have implications for developing online teaching materials.

查看原文本刊更多论文

翻译空间会受到限制吗？一位雅思口语教师在网络教学视频中的翻译实践分析

尽管对学校课堂中的翻译进行了广泛的研究，但在在线视频背景下进行的研究仍然很少。本研究透过跨语言视角检视一段网路英语教学影片，重点探讨跨语言空间的建构过程、启示与限制。数据包括观察观众的实时反应和对四名学习者的刺激回忆访谈。时刻分析用于检查参与者强调的跨语言时刻。研究结果表明，在线教学视频可以构成一个跨语言空间，教师可以调动他们的全部语言技能来支持内容学习。教师对英语关键表达的嵌入、跨品种、多模态的转换以及外部知识的整合，有利于知识的构建。然而，翻译空间受到视频媒介和教师“说话头”视频风格的限制：空间约束限制了多模态动作，以教师为中心的单一视频格式进一步减少了交互式翻译的机会。这项研究有助于对在线环境下的翻译语言有细致入微的理解，并对开发在线教学材料具有启示意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

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.