英语和英语内容课堂中教学翻译的潜力

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2025-02-20 DOI:10.1016/j.linged.2025.101399

Jasone Cenoz , Durk Gorter

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引用次数: 0

摘要

大多数欧洲学生都学习英语，但欧洲国家之间的英语熟练程度存在显著差异。本文的重点是在巴斯克自治区学习英语，那里的英语水平在过去几年有所提高，但与学生的社会经济和教育背景有关。英语是第三种或额外的语言，既用作学校科目，也在某些情况下作为教学媒介，除了巴斯克语和西班牙语。本文提出了一种教学反思，即翻译语言的潜力，以优化多语言的好处，提高多语言青少年的语言和学术成就，同时减轻现有的不平等。此外，本文强调需要灵活的语言实践和跨语言评估，解决语言和内容相关的背景。

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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The potential of pedagogical translanguaging in English language and in English-medium content classes

English is learned by most students in Europe but there are significant differences regarding proficiency in English between European countries. This paper focuses on learning English in the Basque Autonomous Community where proficiency in English has improved in the last years but is related to the students’ socioeconomic and educational background. English is a third or additional language used both as a school subject and in some cases as the medium of instruction, alongside Basque and Spanish. The paper presents a pedagogical reflection on the potential of translanguaging to optimize the benefits of multilingualism to enhance linguistic and academic achievements among multilingual adolescents while mitigating existing inequalities. Additionally, the paper stresses the need for flexible language practices and translanguaging in assessment, addressing both linguistic and content-related contexts.

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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.