Hostname: page-component-848d4c4894-hfldf Total loading time: 0 Render date: 2024-05-18T15:50:08.275Z Has data issue: false hasContentIssue false
  • English
  • Français

Translanguaging in a transplanted ground

Exploring the feasibility and benefits of translanguaging practices in a Sino-US educational institution

Published online by Cambridge University Press:  29 November 2023

Yiyang Li Open the ORCID record for Yiyang Li [Opens in a new window]  and
Tao Peng
Yiyang Li*
Affiliation:
Bryant University-Beijing Institute of Technology, Zhuhai, China
Tao Peng
Affiliation:
Bryant University-Beijing Institute of Technology, Zhuhai, China
*
Corresponding author: Yiyang Li; Email: yiyang.li@zhuhai.bryant.edu
Get access Rights & Permissions [Opens in a new window]

Extract

The proliferation of English as an international language has had significant ramifications for the teaching and learning of languages in various educational contexts (Yu & Liu, 2022). Within the realm of higher education, the adoption of English-medium instruction (EMI) has been a particularly contentious issue, with debates raging over its potential benefits and drawbacks (Bolton et al., 2022; Bolton, Botha & Lin, 2023). One potential approach to addressing the challenges posed by EMI is the adoption of translanguaging practices, which involve the utilization of multiple languages or language varieties in communication and learning. While the concept of translanguaging has gained increasing traction in recent years, there remains a paucity of empirical research on its implementation and impact within Sino-US educational institutions where translanguaging and EMI are facing enviable pedagogical dueling.

Type
Research Article
Information
English Today , First View , pp. 1 - 9
Check for updates
Copyright
Copyright © The Author(s), 2023. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aman, R. 2017. Decolonising Intercultural Education: Colonial Differences, the Geopolitics of Knowledge, and Inter-Epistemic Dialogue. London: Routledge.CrossRefGoogle Scholar
An, R. & Chiang, S. Y. 2015. ‘International students' culture learning and cultural adaptation in China.’ Journal of Multilingual and Multicultural Development’, 36(7), 661–676.CrossRefGoogle Scholar
Bolton, K., Ahn, H., Botha, W. & Bacon–Shone, J. 2022. ‘EMI (English-medium instruction) in South Korean elite universities.’ World Englishes, 1–22CrossRefGoogle Scholar
Bolton, K. & Botha, W. 2015. ‘English in China's universities: Past and present.’ World Englishes, 34(2), 190–210.CrossRefGoogle Scholar
Bolton, K., Botha, W. & Lin, B. 2023. The Routledge Handbook of English-Medium Instruction (EMI) in Higher Education. London: Routledge.Google Scholar
Botha, W. 2016. ‘English and international students in China today: A sociolinguistic study of English-medium degree programs at a major Chinese university.’ English Today, 32(1), 41–47.CrossRefGoogle Scholar
Braun, V. & Clarke, V. 2006. ‘Using thematic analysis in psychology.’ Qualitative Research in Psychology, 3(2), 77–101.CrossRefGoogle Scholar
Canagarajah, S. 2013. ‘Negotiating translingual literacy: An enactment.’ Research in the Teaching of English, 48(1), 40–67.Google Scholar
Chen, Y., Zhang, P. & Huang, L. 2022. ‘Translanguaging/trans-semiotizing in teacher-learner interactions on social media: Making learner agency visible and achievable.’ System, 104, 102686.CrossRefGoogle Scholar
Cushman, E. 2016. ‘Translingual and decolonial approaches to meaning making.’ College English, 78(3), 234–242.Google Scholar
Fang, F. 2018. ‘Review of English as a medium of instruction in Chinese universities today: Current trends and future directions.’ English Today, 34(1), 32–37.CrossRefGoogle Scholar
García, O. & Leiva, C. 2014. ‘Theorizing and enacting translanguaging for social justice.’ Heteroglossia as Practice and Pedagogy, 199–216.Google Scholar
García, O. & Lin, A. M. 2017. ‘Translanguaging and bilingual education'. In O. García, A. Lin, & S. May (eds.), Bilingual Education: Encyclopedia of Language and Education. Berlin: Springer, pp. 117–130.Google Scholar
Gu, M. M. & Lee, J. C. K. 2019. ‘“They lost internationalization in pursuit of Internationalization”: Students’ language practices and identity construction in a cross- disciplinary EMI program in a university in China.’ Higher Education, 78(3), 389–405.CrossRefGoogle Scholar
Holliday, A. 2006. ‘Native-speakerism.’ ELT journal, 60(4), 385–387.CrossRefGoogle Scholar
Hu, G. & Lei, J. 2014. ‘English-medium instruction in Chinese higher education: A case study.’ Higher Education, 67(5), 551–567.CrossRefGoogle Scholar
Jia, W., Fu, X. & Pun, J. 2023. ‘How do EMI lecturers’ translanguaging perceptions translate into their practice? A multi-case study of three Chinese tertiary EMI classes.’ Sustainability, 15(6), 4895.CrossRefGoogle Scholar
Kiaer, J., Calway, N. & Ahn, H. 2022. ‘Translingual journey of English words and methodological suggestions: Crepe, pancake or jianbing (煎饼).’ English Today, 39(3), 1–9.Google Scholar
Kumaravadivelu, B. 2006. ‘Dangerous liaison: Globalization, empire and TESOL.’ In Edge, J. (ed.), (Re-) Locating TESOL in an Age of Empire. London: Palgrave Macmillan, pp. 1–26Google Scholar
Leung (梁慧敏), W. M. & Li (李楚成), C. S. D. 2020, Jul 15. 兩文三語: 香港語文教育政策 研究. Hong Kong: City University of Hong Kong Press.Google Scholar
Liu, Y. 2020. ‘Translanguaging and trans‑semiotizing as planned systematic scaffolding: Examining feeling-meaning in CLIL classrooms.’ English Teaching & Learning, 44(2), 149–173.CrossRefGoogle Scholar
Liu, D., Deng, Y. & Wimpenny, K. 2022. ‘Students’ perceptions and experiences of translanguaging pedagogy in teaching English for academic purposes in China.’ Teaching in Higher Education, 1–19. doi: 10.1080/13562517.2022.2129961CrossRefGoogle Scholar
Liu, H. & Fang, F. 2022. ‘Towards a Global Englishes-aware national English curriculum of China.’ ELT Journal, 76(1), 88–98.CrossRefGoogle Scholar
Macaro, E., Curle, S., Pun, J., An, J. & Dearden, J. 2018. ‘A systematic review of English medium instruction in higher education.’ Language Teaching, 51(1), 36–76.CrossRefGoogle Scholar
Maiworm, F. & Wächter, B. 2014. ‘English-taught programmes in European higher education. The state of play in 2014.’ ACA Papers on International Cooperation in Education. Bonn: Lemmens.Google Scholar
Matsuda, A. (ed.) 2012. Principles and Practices of Teaching English as an International Language (vol. 25). Bristol: Multilingual Matters.CrossRefGoogle Scholar
Matsuda, P. K. 2014. ‘The lure of translingual writing.’ Pmla, 129(3), 478–483.Google Scholar
Moody, A. 2021. Macau's Languages in Society and Education: Planning in a Multilingual Ecology. New York: Springer.CrossRefGoogle Scholar
Park, G. 2012. ‘“I am never afraid of being recognized as an NNES”: One teacher's journey in claiming and embracing her nonnative-speaker identity.’ TESOL Quarterly, 46(1), 127–151.CrossRefGoogle Scholar
Pennycook, A. 2006. Global Englishes and Transcultural Flows. London: Routledge.CrossRefGoogle Scholar
Qi, F. & Li, J. 2022. ‘Chinese university students’ translanguaging hybrids on WeChat: Creativity nurtured language play in the context of a Chinese digital social media.’ English Today, 1–10. doi: 10.1017/S0266078422000256CrossRefGoogle Scholar
Rose, H. & Galloway, N. 2019. Global Englishes for Language Teaching. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Shen, Q. & Gao, X. 2019. ‘Multilingualism and policy making in Greater China: Ideological and implementational spaces.’ Language Policy, 18(1), 1–16.CrossRefGoogle Scholar
Silva, T. & Wang, Z. (eds.) 2020. Reconciling Translingualism and Second Language Writing. London: Routledge.CrossRefGoogle Scholar
Stake, R. E. 1995. The Art of Case Study Research. New York: Sage.Google Scholar
Tai, K. W. & Wei, L. 2021. ‘Constructing playful talk through translanguaging in English medium instruction mathematics classrooms.’ Applied Linguistics, 42(4), 607–640.CrossRefGoogle Scholar
Tsou, W. 2021. ‘Translanguaging as a Glocalized Strategy for EMI in Asia.' In Tsou, W. & Baker, W. (eds.), English-Medium Instruction Translanguaging Practices in Asia: Theories, Frameworks and Implementation in Higher Education. Berlin/Heidelberg: Springer, pp. 3–17.CrossRefGoogle Scholar
Wei, L. 2011. ‘Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain.’ Journal of Pragmatics, 43(5), 1222–1235.CrossRefGoogle Scholar
Wei, L. 2018. ‘Translanguaging as a practical theory of language.’ Applied Linguistics, 39(1), 9–30.CrossRefGoogle Scholar
Wei, L. 2022. ‘Translanguaging as a political stance: implications for English language education.’ ELT Journal, 76(2), 172–182.CrossRefGoogle Scholar
Wei, L. & Lin, A. M. 2019. ‘Translanguaging classroom discourse: Pushing limits, breaking boundaries.’ Classroom Discourse, 10(3–4), 209–215.CrossRefGoogle Scholar
Yin, R. K. 2009. Case Study Research: Design and Methods (vol. 5). New York: Sage.Google Scholar
Yu, X. & Liu, C. 2022. ‘Teaching English as a lingua franca in China: Hindrances and prospects.’ English Today, 38(3), 185–193.CrossRefGoogle Scholar
Yuan, R. & Yang, M. 2023. ‘Towards an understanding of translanguaging in EMI teacher education classrooms.’ Language Teaching Research, 27(4), 884–906.CrossRefGoogle Scholar
Zhang, Z. 2018. ‘English-medium instruction policies in China: Internationalisation of higher education.’ Journal of Multilingual and Multicultural Development, 39(6), 542–555.CrossRefGoogle Scholar
Zhao, J. & Dixon, L. Q. (eds.) 2017. English-Medium Instruction in Chinese Universities: Perspectives, Discourse and Evaluation. Milton Park: Taylor & Francis.CrossRefGoogle Scholar
Zhou, X., Li, C. & Gao, X. 2021. ‘Towards a sustainable classroom ecology: Translanguaging in English as a medium of instruction (EMI) in a finance course at an international school in Shanghai.’ Sustainability, 13(19), 10719.CrossRefGoogle Scholar