Creating translanguaging spaces in a Hong Kong English medium instruction mathematics classroom: A comparative analysis of classroom interactions with and without the use of iPad

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2023-09-28 DOI:10.1016/j.linged.2023.101227

Kevin W.H. Tai

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引用次数: 1

Abstract

Recent educational studies have paid less attention to how teachers utilize resources to contingently respond to unexpected technical issues. This comparative study investigates how various resources are employed in moments when the teacher creates a technology-mediated space through the affordance of a mobile device (iPad) and moments that are not mediated by the iPad due to technical failure in an English-Medium-Instruction (EMI) mathematics classroom. The analysis, conducted using Multimodal Conversation Analysis and Interpretative Phenomenological Analysis, illustrates that the linguistic and multimodal resources, which are used in a technology-mediated space for developing pedagogical strategies, transcend the boundaries of mode since they are re-enacted in the context without using the iPad. I argue that an EMI classroom can be conceptualised as an integrated translanguaging space with different sub-spaces, allowing the teacher to strategically draw on multilingual and multimodal resources to transcend mode boundaries and shape the classroom as a space for learning.

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在香港英语教学数学课堂中创造跨语言空间:使用iPad与不使用iPad的课堂互动比较分析

最近的教育研究很少关注教师如何利用资源对意外的技术问题作出应急反应。本比较研究调查了在英语媒介教学(EMI)数学课堂中，当教师通过移动设备(iPad)创造一个技术中介空间时，以及由于技术故障而无法通过iPad中介的时刻，各种资源是如何被利用的。使用多模态会话分析和解释性现象学分析进行的分析表明，在技术媒介空间中用于制定教学策略的语言和多模态资源超越了模式的界限，因为它们在不使用iPad的情况下在上下文中被重新制定。我认为EMI课堂可以被概念化为具有不同子空间的综合跨语言空间，允许教师战略性地利用多语言和多模式资源来超越模式边界，并将课堂塑造为学习空间。

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.