Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students' Perceptions

Autor/inn/en	Jiang, Zhihui Will; Zhang, Lawrence Jun; Mohamed, Naashia
Titel	Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students' Perceptions
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 53 (2022) 2, S.371-390 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Zhihui Will) ORCID (Zhang, Lawrence Jun) ORCID (Mohamed, Naashia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882221113653
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Code Switching (Language); Native Language; Student Attitudes; Language Proficiency; Language Usage; Chinese; Majors (Students); Nonmajors; College Freshmen; College Faculty; Foreign Countries; Teacher Attitudes; Teaching Methods; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; China; Chinesen; Studienanfänger; Fakultät; Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Translanguaging as pedagogical practice and a theory of language has gained increasing importance in recent years. However, little research has reported Chinese English-as-a-foreign-language students' perceptions of translanguaging; neither has research examined the predictive effects of the factors contributing to the amount of student translanguaging in the Chinese English-as-a-foreign-language classrooms. This study intended to fill the gap by inviting 292 Chinese English-as-a-foreign-language students to respond to a questionnaire that explores students' perception of translanguaging. Two research questions were addressed: first, how do students' attitudes to translanguaging vary across second-language proficiency? Second, how is the amount of student translanguaging predicted by students' attitudes to translanguaging and the amount of teacher translanguaging? The results of a one-way analysis of variance revealed a statistically significant difference among the four groups in attitudes to teacher translanguaging and students' translanguaging. A post hoc test found that non-English major first-year university students had a significantly higher level of acceptance of teachers' and students' translanguaging than English major first-year university students. Multiple regression analysis showed that the amount of teacher translanguaging and student attitudes to translanguaging explained a significant quantity of the variance in the amount of student translanguaging. The implications of the study were also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01