‘In English!’ teachers’ requests as reactions to learners’ translanguaging discourse

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language, Culture and Curriculum Pub Date : 2021-09-23 DOI:10.1080/07908318.2021.1979578

Pilar Safont

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引用次数: 1

Abstract

ABSTRACT Multilingualism in the world is the norm and the classrooms are no exception. The dynamic and flexible practices of multilingual teachers and learners in the classroom are referred to as translanguaging . As shown in the literature on the topic, translanguaging discourse simply exists in classrooms. It is the means of communication employed by multilingual learners in multilingual learning settings. However, research on classroom pragmatics has adopted a monolingual perspective, and the need to examine multilingual learners and teachers from a multilingual viewpoint has been raised. Bearing this research gap in mind, this study focuses on examining teachers’ reactions to learners’ translingual practices as instances of attitudinal conduct and potential sources of incidental pragmatic learning. Data for the study comprise transcripts from twelve video-recorded English as L3 lessons involving 268 learners (m.a. = 8.4) and 12 teachers. Interestingly, this study confirms the role of the language programme in the classroom requestive behaviour and the existing monolingual bias in young multilingual instructional settings.

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“用英语！”教师的要求是对学习者跨语言话语的反应

世界上使用多种语言是常态，课堂也不例外。多语言教师和学习者在课堂上的动态和灵活的做法被称为跨语言。正如有关该主题的文献所示，跨语言话语只是存在于课堂中。它是多语言学习者在多语言学习环境中使用的交流手段。然而，课堂语用学的研究采用了单语的视角，并提出了从多语言的视角审视多语言学习者和教师的必要性。考虑到这一研究差距，本研究重点考察了教师对学习者跨语言实践的反应，作为态度行为的实例和偶然语用学习的潜在来源。该研究的数据包括来自12个视频录制的英语三级课程的成绩单，涉及268名学习者（m.a。 = 8.4）和12名教师。有趣的是，这项研究证实了语言程序在课堂请求行为中的作用，以及在年轻的多语言教学环境中存在的单语偏见。

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

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.