English-Medium Instruction and Translanguaging
BethAnne Paulsrud (Redaktør) ; Zhongfeng Tian (Redaktør) ; Jeanette Toth (Redaktør)
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Utgitt:
2021
Forlag: Multilingual Matters
Innbinding: Paperback
Språk: Engelsk
Sider: 240
ISBN: 9781788927314
Format: 23 x 16 cm
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«This truly international volume is a must-read for all those interested in the interface between translanguaging and English-medium instruction. Despite the pervasive presence of recalcitrant monolingual ideologies, the contributors clearly attest that the exclusive use of English is unnatural, unrealistic and, on too many occasions, harmful, while translanguaging, if cogently theorized and implemented (not at any cost), is legitimized as a natural, reasonable and beneficial practice.»
«As English-medium instruction (EMI) continues to proliferate across the world, this volume offers a timely critique of its ideology and policy. The empirical studies of translanguaging in diverse EMI contexts show the complexities and challenges of a multilingual approach to teaching and learning. Lessons can be learned from the studies in this fascinating volume, with far-reaching implications for policy, practice and theory-building.»
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Disrupting the traditional monoglossic, monolingual interpretation of the ‘E’ in English-medium instruction (EMI), the many authors in this timely work contribute to showing how inclusive EMI can be designed and practiced with the translanguaging lens. A must-read for all EMI educators, parents, students, and policymakers.
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[This book] offers a fresh, global, and well-documented look at the interplay of English-medium instruction (EMI) and translanguaging theory and pedagogy. The book is organised in eleven compelling and comprehensible chapters. Together, the chapters present cutting-edge empirical research, which unpacks current practices and provides reflections on language use in the EMI classroom, from primary school to higher education.
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This book provides another avenue for both policy-makers and language practitioners to understand how translanguaging bridges education and daily communication and to revisit the relationship of dominance and superiority from a Global South perspective (Pennycook and Makoni, 2020).
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A key strength of this well-structured book is the breadth of empirical and conceptual work. From primary, secondary, and tertiary contexts to public and private sectors, the research has an incredibly diverse global reach, with the juxtaposition of studies frequently reflecting wider discussions on linguistic hegemony.
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Contributors
Bassey E. Antia: Foreword
BethAnne Paulsrud, Zhongfeng Tian and Jeanette Toth: Introduction
Chapter 1. Kari Sahan and Heath Rose: Problematising the E in EMI: Translanguaging as a Pedagogic Alternative to English-Only Hegemony in University Contexts
Chapter 2. John L. Adamson and Naoki Fujimoto-Adamson: Translanguaging in EMI in the Japanese Tertiary Context: Pedagogical Challenges and Opportunities
Chapter 3. Colin Reilly: Malawian Universities as Translanguaging Spaces
Chapter 4. Kathy Luckett and Ellen Hurst-Harosh: Translanguaging Pedagogies in the Humanities and Social Sciences in South Africa: Affordances and Constraints
Chapter 5. Eowyn Crisfield, Isla Gordon and Alexandra Holland: Translanguaging as a Pathway to Ethical Bilingual Education: An Exploratory Case Study from Kenya
Chapter 6. Naashia Mohamed: Transcending Linguistic and Cultural Boundaries: A Case Study of Four Young Maldivians' Translanguaging Practices
Chapter 7. Jack Pun: Translanguaging in Partial EMI Secondary Science Classrooms in Hong Kong
Chapter 8. Sovicheth Boun and Wayne E. Wright: Translanguaging in a Graduate Education Programme at a Cambodian University
Chapter 9. Fiona Dalziel and Marta Guarda: Student Translanguaging Practices in the EMI Classroom: A Study of Italian Higher Education
Chapter 10. Bridget A. Goodman, Sulushash Kerimkulova and D. Philip Montgomery: Translanguaging and Transfer of Academic Skills: Views of Kazakhstani Students in an English-Medium University
Chapter 11. Margie Probyn: Translanguaging for Learning in EMI Classrooms in South Africa: An Overview of Selected Research
Ute Smit: Epilogue
BethAnne Paulsrud, Zhongfeng Tian and Jeanette Toth: Conclusion
References
Index
Zhongfeng Tian is an Assistant Professor of TESL Teacher Education/Applied Linguistics at the University of Texas at San Antonio, USA. His research focuses on bilingual education, TESOL, and translanguaging. He has co-edited the volume Envisioning TESOL through a Translanguaging Lens: Global Perspectives (Springer, 2020).
Jeanette Toth is a Senior Lecturer of English at Dalarna University, Sweden. Her research has investigated policies, practices, and perspectives on languages and language use within EMI at the primary school level in Sweden. She has contributed chapters in two volumes on translanguaging and education, including New Perspectives on Translanguaging and Education (Multilingual Matters, 2017).