Competence beyond Language: Translanguaging and Spatial Repertoire in Teacher-Student Interaction in a Music Classroom in an International Chinese University

Autor/inn/en	Ou, Wanyu Amy; Gu, Michelle Mingyue
Titel	Competence beyond Language: Translanguaging and Spatial Repertoire in Teacher-Student Interaction in a Music Classroom in an International Chinese University
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.2741-2758 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ou, Wanyu Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1949261
Schlagwörter	Music Education; Music Teachers; College Faculty; College Students; Language Usage; Code Switching (Language); Language of Instruction; English (Second Language); Second Language Instruction; Second Language Learning; Chinese; Teaching Methods; Learning Processes; International Education; Communicative Competence (Languages); Intercultural Communication; Semiotics; Foreign Students; Language Planning; Language Proficiency; Musical Instruments; Discourse Analysis; Teacher Student Relationship; Foreign Countries; Computer Software; Computer Mediated Communication; China + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Fakultät; Collegestudent; Sprachgebrauch; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; China; Chinesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Internationale Erziehung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Interkulturelle Kommunikation; Semiotik; Sprachwechsel; Language skill; Language skills; Sprachkompetenz; Musikinstrument; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Computerkonferenz
Abstract	Previous research on classroom interaction in international university contexts tended to focus on individual speakers' language (in)competence. This paper adopts a translanguaging and spatial orientation to intercultural classroom interaction and highlights the role of situated assemblages of linguistic, semiotic and multimodal resources embedded in the environment of learning activities for successful communication. The study provides a close multimodal conversation analysis of the interaction between a Chinese instructor and an international student in a music classroom in an international university adopting English medium in China. The findings illustrate how diverse resources beyond the official language of instruction congregated at a particular time in the classroom, interacted with one another and worked collaboratively to allow the two participants, with language barriers between them, to communicate smoothly and accomplish the teaching/learning tasks efficiently. We thus call for an expanded conceptualization of communicative competence in intercultural (classroom) interaction in international higher education, which moves beyond the linguistic-centered view and incorporates the value of spatial repertoires in generating individuals' situated 'language ability' for achieving communicative, teaching and learning goals. Implications for language policy and pedagogy in international universities are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01