Multilingual perspectives on translanguaging
            <b>Multilingual perspectives on translanguaging</b>
            , by Jeff MacSwan, Bristol, Multilingual Matters, 2022, Pp.392, €54.95, ISBN 9781800415676

Yüzlü, Muhammet Yaşar

doi:10.1080/14790718.2022.2148676

Cited by 1 publication

(1 citation statement)

References 11 publications

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“…Therefore, the current research was guided by this integrated multilingual perspective, which embraces individual bilingualism as psychologically real and universal [57] and posits the existence of internal language-particular (e.g., Chinese and English) differentiation cognitively realized by language users [54,58], although there are no clear-cut psycholinguistically conceptualized boundaries between languages [59,60]. This view helps this research to label lecturers' and students' linguistic resources (i.e., L1 and L2) so as to ob-serve how changes in lecturers' and students' language systems reflect their comprehending and producing processes [57].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

Jia

Pun

2023

Sustainability

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Translanguaging is discussed widely in the literature as a new pedagogical tool for English-medium instruction (EMI) that can challenge monolingual assumptions, mitigate English language barriers, and advocate for the full use of linguistic resources in meaning making. Different EMI lecturers have been found to hold diverse translanguaging perceptions and have adopted a variety of its functions. However, more needs to be known to close the knowledge gap between how each lecturer envisions and practices their translanguaging pedagogies, if any. Employing a qualitative method using data from semi-structured interviews and classroom observation, this study investigated three Chinese tertiary EMI engineering lecturers’ translanguaging perceptions and practices. Taken together, these three cases illustrate the complex relationship between translanguaging perceptions and practices according to their interactional (e.g., students’ difficulties in understanding full EMI), socio-cultural (e.g., the socially constructed value of full EMI), and personal factors (e.g., EMI teaching experiences). We propose that the negotiation among these three domains can promote or withhold the transfer of translanguaging perceptions into practice. We use our findings to call for EMI training programs to encourage lecturers’ reflections regarding what languages are or can be used in EMI classrooms and how and why from socio-cultural, personal, and interactional perspectives.

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