Reimagining English Language Learners from a Translingual Perspective

Autor/in	Anderson, Jason
Titel	Reimagining English Language Learners from a Translingual Perspective
Quelle	In: ELT Journal, 72 (2018) 1, S.26-37 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccx029
Schlagwörter	Foreign Countries; Vocabulary; English Language Learners; Multilingualism; Second Language Instruction; Second Language Learning; Language Usage; Teaching Methods; Adult Learning; Communicative Competence (Languages); Classroom Techniques; Educational Practices; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Wortschatz; Mehrsprachigkeit; Multilingualismus; Fremdsprachenunterricht; Zweitsprachenerwerb; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Adulte education; Adult training; Erwachsenenbildung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Klassenführung; Bildungspraxis; Großbritannien
Abstract	This article explores the potential implications of theorizing in translingualism and translanguaging for foreign language teaching and learning. I discuss key terminology and introduce a translingual continuum as a potential way to understand language use practices both within and across communities. I report on an exploratory study into the self-identified future language use profiles of 116 adult EFL learners studying in the United Kingdom, the majority of whom perceive a need for translingual practices in their varied futures. I discuss the implications, both of these findings and other research for language teaching pedagogy, considering how translingual competence may differ from communicative competence, and providing practical suggestions for teachers working in different contexts. I also discuss how reimagining the language classroom as a translingual community potentially provides a way of redefining notions of authenticity and the role of the teacher as a translingual practitioner, thereby avoiding the divisive native-speaker--non-native-speaker dichotomy. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01