Translanguaging-as-Resource: University ESL Instructors' Language Orientations and Attitudes toward Translanguaging

Autor/inn/en	Burton, Jennifer; Rajendram, Shakina
Titel	Translanguaging-as-Resource: University ESL Instructors' Language Orientations and Attitudes toward Translanguaging
Quelle	In: TESL Canada Journal, 36 (2019) 1, S.21-47 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Attitudes; Teaching Methods; Code Switching (Language); Language Usage; Language Teachers; Teacher Attitudes; Foreign Countries; Educational Policy; College Faculty; College Students; Learning Experience; Correlation; Classroom Communication; Canada + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Language teacher; Sprachunterricht; Lehrerverhalten; Ausland; Politics of education; Bildungspolitik; Fakultät; Collegestudent; Lernerfahrung; Korrelation; Klassengespräch; Kanada
Abstract	This article explores university English as a Second Language (ESL) instructors' attitudes toward translanguaging in the classroom and possible reasons for instructors' resistance in moving translanguaging ideology into English language teaching pedagogy. Many researchers have forwarded translanguaging as a theoretical and pedagogical approach to language education because of its potential cognitive, social, and affective benefits. A translanguaging pedagogy calls for instructors to affirm the dynamic and diverse language practices that multilingual students utilize as part of their unitary language repertoire. However, because English-only pedagogies, policies, and practices still permeate the ESL classroom, it is critical to understand how ESL instructors' language ideologies and orientations play a role in shaping their pedagogical practices and classroom language policies. Using Ruíz's orientations in language planning and translanguaging theory, this study examined the language orientations of five ESL instructors at a major Canadian university based on qualitative data gathered through semi-structured interviews. The findings provide insights into instructors' attitudes toward translanguaging, the relationship between instructors' language learning experiences and their classroom language policy, and institutional opportunities and constraints. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01