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Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university
Zhang, Rui1,2; Chan, Brian Hok Shing3
2022-08-11
Source PublicationInternational Journal of Bilingual Education and Bilingualism
ISSN1367-0050
Volume25Issue:8Pages:2805-2816
Abstract

This paper examines the translanguaging practice of two EFL teachers in a Xinjiang university, where English and Mandarin Chinese are predominant but Uyghur is minoritised as a medium of instruction. We focus on data in which the teachers translanguage across all three languages and make a case for the conception of pedagogical translanguaging which is differentiated from spontaneous translanguaging and in which named languages (or naming languages) can play an important role in the instruction (Cenoz, J., and D. Gorter. 2017. “Sustainable Translanguaging and Minority Languages: Threat or Opportunity?” Journal of Multilingual and Multicultural Development 38 (10): 901–912. doi:10.1080/01434632.2017.1284855; Cenoz, J., and D. Gorter. 2020. “Pedagogical Translanguaging: An Introduction.” System 92: 102269. doi:10.1016/j.system.2020.102269). More specifically, named languages can be helpful in accomplishing specific goals of pedagogical translanguaging, in particular, developing metalinguistic awareness of multilingual students whose mother tongue /community language is minoritised. While translanguaging across all three languages appears a very useful teaching resource, it is restricted to the teaching of English vocabulary and grammar, areas in which students are perceived to be weakest. Moreover, the use of Uyghur only when it is felt to be most needed suggests that much more ‘breathing space’ (Cenoz, J., and D. Gorter. 2017. “Sustainable Translanguaging and Minority Languages: Threat or Opportunity?” Journal of Multilingual and Multicultural Development 38 (10): 901–912. doi:10.1080/01434632.2017.1284855; Cenoz, J., and D. Gorter. 2020. “Pedagogical Translanguaging: An Introduction.” System 92: 102269. doi:10.1016/j.system.2020.102269) is required to sustain Uyghur and to exploit the full pedagogical potential of the ethnic language.

KeywordBreathing Space Named Languages Pedagogical Translanguaging Trilingual Context University Efl Classroom Xinjiang Uyghur Autonomous Region
DOI10.1080/13670050.2021.1978383
URLView the original
Indexed BySSCI
Language英語English
Scopus ID2-s2.0-85115849517
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Cited Times [WOS]:0   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionDEPARTMENT OF ENGLISH
Corresponding AuthorZhang, Rui
Affiliation1.Research Center for Linguistics and Applied Linguistics, Xi’an International Studies University, Xi’an, China
2.School of English Studies, Xi’an International Studies University, Xi’an, China
3.Department of English, University of Macau, Taipa, Macao
Recommended Citation
GB/T 7714
Zhang, Rui,Chan, Brian Hok Shing. Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university[J]. International Journal of Bilingual Education and Bilingualism,2022,25(8):2805-2816.
APA Zhang, Rui,&Chan, Brian Hok Shing.(2022).Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university.International Journal of Bilingual Education and Bilingualism,25(8),2805-2816.
MLA Zhang, Rui,et al."Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university".International Journal of Bilingual Education and Bilingualism 25.8(2022):2805-2816.
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