Translanguaging in English-Medium Instruction: Teacher Practices at a Vietnamese University

Nguyen, Ha-Anh Thi; Chik, Alice; Woodcock, Stuart

doi:10.1007/978-981-19-2169-8_9

Cited by 4 publications

(3 citation statements)

References 30 publications

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“…This is related to the study of Nguyen [12] who cited that the intra-sentential category was based on the grammatical functions in the sentence or statements. In the context of the narrative in the study, this category is aligned with the translanguaging perspective that posits the idea that a flow of thought can be expressed in more than one language.…”

Section: Mobility and Languagingmentioning

confidence: 84%

Migrant Fishers’ Cultural Funds of Knowledge and Translanguaging Praxis for the Development of Contextualized Instructional Material: A Narrative Ethnography

Joefry Q. Barcebal

2024

jes

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Fishing is a flourishing industry in Antique, Philippines, which led to the mushrooming settlement of Cebuano-speaking migrant fishers in the coastal villages. With the implementation of the K to 12, pressing concerns about the lack of contextualized instructional materials (IM) in these trans-local spaces emerged. This study aimed to generate the cultural funds of knowledge and translanguaging praxis of migrant fishers as bases for developing contextualized instructional material. Under the lens of narrative ethnography and cultural memory banking as a mediational tool, various “seeds” about the knowledge, beliefs, and practices of migrant fishers were documented in memory bank charts. Translingual narratives were analyzed. Participants were purposively chosen and all qualitative data were analyzed qualitatively using manual coding and QDA Lite Miner software processing. Cultural beliefs and practices in fishing were presented in memory bank charts and analyzed adapting Polkinghorne’s analysis of narratives. Contextualized storybooks accompanied by a teacher’s guide were developed, validated, evaluated, and pilot-tested. It resulted in a “very acceptable” for the storybook and an “excellent” rating for the teacher’s guide. The study recommends that school heads create opportunities to involve teachers, parents, and other people in the coastal community to interact beyond the classroom setting. Contextualizing community resources and indigenous knowledge as inputs in the lessons and the IM across other subject areas may be explored.

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Section: Mobility and Languagingmentioning

confidence: 84%

Migrant Fishers’ Cultural Funds of Knowledge and Translanguaging Praxis for the Development of Contextualized Instructional Material: A Narrative Ethnography

Joefry Q. Barcebal

2024

jes

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“…It is difficult to determine whether or not such a profound transformation is occurring among EMI lecturers in Vietnam, but a number of empirical studies certainly indicate professional role transformation heading in that direction. One example is the review of eight teachers’ practices as they first engage with EMI in a multidisciplinary university (Hoang and Tran 2022); other examples include CLIL-ised pedagogy in an electrical engineering class (Thanh and Barnett 2022); and two EMI teachers’ considered use of pedagogical translanguaging (Nguyen H-A et al, 2022). Primarily providing student perspectives, other examples include learning experiences derived from a teacher educator’s application of sociocultural learning theory in EMI (Vo 2022), and translanguaging practices from the perspective of student agency (Ngo 2021).…”

Section: Literature Review: Emi Role Transformations Within Higher Ed...mentioning

confidence: 99%

Internationalisation and English medium education in Vietnamese universities: Professional role transformation among English language lecturers

Pham

Nguyen²,

Hoa

et al. 2023

Research in Comparative and International Education

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This paper investigates an emerging professional role transformation in Vietnamese universities, whereby English language teaching (ELT) lecturers transform themselves into English medium instruction (EMI) lecturers in a discipline new to them. Through interviews with five ELT/EMI lecturers working in separate universities and different disciplines, the study investigates reasons for their decision to engage in such professional mobility, their role transformation experience, and its implications for educational quality. We argue that participants’ move into EMI was shaped by the strategic imperative for higher education internationalisation, and the mistaken belief that EMI alone can achieve the English language development students require for academic success. It is also argued that the transformation option made available to the participants was not the best use of their skills, and that a profound change of perspective is needed at the institutional level to most effectively use the strengths of ELT lecturers to support educational quality.

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“…In Vietnam, at the secondary school level, where teachers and students share the same first language (L1) and use English as a foreign language, there has been a rising concern about how teachers use English and Vietnamese in their classrooms as there has been no mandatory instructional document addressing how English and Vietnamese are used in language classrooms (Nguyen, Chik, & Woodcock, 2022). This might lead to inconsistency in teaching English among institutions as some schools might promote a monolingual approach while others might welcome L1 in their English classes due to its benefits.…”

Section: Introductionmentioning

confidence: 99%

Vietnamese EFL secondary teachers’ translanguaging use and their perceptions

Kien,

Van

2023

HCMCOUJS - SOCIAL SCIENCES

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Although the concept of translanguaging is not new, little is known about how it is employed and viewed by Vietnamese English as a Foreign Language (EFL) teachers in both public and private institutions. By investigating how EFL secondary teachers in the public and private sectors employ translanguaging in language schools and their perceptions, this convergent mixed-method study bridged the gap in current literature. Following the collection of questionnaires from 32 secondary school teachers in a district of Hanoi and four semi-structured interviews with 04 survey participants, descriptive analysis was used to examine the quantitative data while thematic analysis was used to analyze the qualitative data. The merged results showed that most teachers in both sectors had positive opinions on translanguaging and thought it was crucial for scaffolding students’ learning, especially for cognitive purposes (e.g. to explain difficult grammar/ vocabulary) due to the importance of grammar and vocabulary for exam preparation while using translanguaging for affective purposes was found unimportant by most participants. Also, teachers in public schools reported using translanguaging more frequently than those in private schools due to the private institutions’ policy. The study continues to confirm results of previous studies, supporting translanguaging use in EFL classrooms. It also argues that translanguaging should not be prohibited but included strategically in language teaching, calling for reconsideration in language policy from private schools. Some implications were offered and further research is needed to generate more insights.

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Translanguaging in English-Medium Instruction: Teacher Practices at a Vietnamese University

Cited by 4 publications

References 30 publications

Migrant Fishers’ Cultural Funds of Knowledge and Translanguaging Praxis for the Development of Contextualized Instructional Material: A Narrative Ethnography

Migrant Fishers’ Cultural Funds of Knowledge and Translanguaging Praxis for the Development of Contextualized Instructional Material: A Narrative Ethnography

Internationalisation and English medium education in Vietnamese universities: Professional role transformation among English language lecturers

Vietnamese EFL secondary teachers’ translanguaging use and their perceptions

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