Wang Ping
School of Foreign Languages, Jiangsu University of Science and Technology, Zhenjiang, China.
Front Psychol. 2022 Jun 7;13:850649. doi: 10.3389/fpsyg.2022.850649. eCollection 2022.
The use of translanguaging pedagogy rather than favoring English-only teaching put those who hold monolingual ideology in foreign language pedagogy. A study of English as a foreign language (EFL) for multilingual students showed that embracing translanguaging appeared compelling that it emerged in Neidi Xinjiang Classes (NXC) in China. After reviewing the concepts of translanguaging, this writing presents the translanguaging theory and translanguaging pedagogy. Guided by translanguaging lenses and stances, a longitudinal case study was carried out to look into the EFL pedagogy in NXC. The focal data was heavily drawn from reflective interviews and classroom observations. The data analyses were particularly paid on the triangulation of data with the interviews and classroom observational data. The findings indicate the students made full use of the affordances to do translanguaging practices while a few EFL teachers with the monolingual ideology still violated English-only constraints against the background of the multilingual turn. Therefore, the conclusion builds on dynamic multilingual stances to identify the significance of enabling the presence of translanguaging pedagogy.
运用跨语言教学法而非只推崇英语教学，这让在外语教学中持有单语观念的人感到困扰。一项针对多语言学生的英语作为外语（EFL）的研究表明，在中国内地新疆班（NXC）出现的跨语言教学法似乎很有吸引力。在回顾了跨语言教学法的概念后，本文阐述了跨语言教学理论和跨语言教学法。以跨语言视角和立场为指导，开展了一项纵向案例研究，以探究内地新疆班的英语作为外语的教学情况。重点数据主要来自反思性访谈和课堂观察。数据分析特别注重将访谈数据和课堂观察数据进行三角互证。研究结果表明，学生充分利用各种条件进行跨语言实践，而一些持有单语观念的英语教师在多语言转向的背景下仍违反只使用英语的限制。因此，本研究结论基于动态多语言立场，确定了采用跨语言教学法的重要性。
