Blake Turnbull
Biographic Data
| ID | 4609728 |
|---|---|
| NAME | Blake Turnbull |
| GIVEN NAMES | Blake |
| FAMILY NAME | Turnbull |
| SIGNATURE | TURNBULL B |
| AFFILIATIONS | Kyoto University |
| ORCID | 0000-0001-7930-2180 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Enhancing Motivation and Listening Comprehension Among Japanese EFL Students Through Translanguaging Practices
This study employed an action research framework to investigate the impact of translanguaging on listening comprehension and learning motivation among Japanese university‐level EFL students. The participants first listened to an English passage, discussed it in English‐only groups, and wrote English comprehension summaries. A translanguaging intervention was then introduced, whereby students were encouraged to leverage their full linguistic reper…
Emergent bilingualism and emotions in Japanese EFL students’ multilingual identity construction
Michael Rabbidge
Although investigations into the use of code-switching in English language classrooms have been abundant in the past, only recently have scholars begun to acknowledge foreign language (FL) learning as a form of bilingual education, and FL learners as emergent bilinguals in their own right (see García and Li 2014; Moore 2018; Turnbull 2018). However, despite these recent epistemological progressions, bilingual pedagogies and learning strategies, s…
The reflective positioning of Japanese EFL students in the negotiation of their own emergent bilingual identities
Although the emergent bilingual status of foreign language (FL) students is often overlooked, that is not to say that students do not, on some level of consciousness, experience changes in their identity as a result of their emergent bilingualism. The continuous process of identity (re)negotiation, that is, the reorganising of one’s subject position in relation to contextualised linguistic and social factors, has a significant impact on FL studen…
Am I bilingual? Reporting on the self-reflections of Japanese EFL learners
Aims and objectives/purpose/research questions: Through use of a written questionnaire, this article examines the personal opinions of tertiary-level Japanese intermediate EFL students regarding the definition and process of becoming bilingual. Design/methodology/approach: This article takes a critical applied linguistic approach to examining the perspectives of emergent bilingual Japanese EFL learners regarding their own status as bilingual spea…
Beyond bilingualism in Japan
Aims and Objectives/Purpose/Research Questions: Japan has traditionally been thought of as a linguistically homogenous and therefore monolingual society. Consequently, very few Japanese people consider themselves bilingual, let alone translingual; however, the reality of Japanese society would suggest otherwise. This paper’s objective was to shed light on the largely unrecognized translanguaging practices prevalent throughout Japanese society. It…
Towards new standards in foreign language assessment
Assessment is one of the most important, purposeful and yet, at times, contentious aspects of language education. Although new strategies of foreign language (FL) assessment have moved away from the traditional summative forms of grammar-based testing to a formative evaluation of learners’ communicative competence in the target language, they are yet to acknowledge the bilingual status of FL learners in their own right. This paper argues in favou…
The translanguaging classroom
"The translanguaging classroom: leveraging student bilingualism for learning." International Journal of Bilingual Education and Bilingualism, 22(5), pp. 639–640
Translanguaging in the planning of academic and creative writing
Foreign language (FL) writing has undergone a number of key evolutions over the past 50 years. But despite attempts toward a reframing of FL learners as emergent bilinguals, bilingual languaging strategies such as translanguaging are still rarely seen in most FL education contexts, and bilingual composition strategies are yet to become integrated into mainstream FL writing education as a result. The goal of the present study was thus to investiga…
First and second language use in Asian EFL
Ross Forman’s First and Second Language Use in Asian EFL attempts to answer the long-held call for an in-depth look at native language (L1) use in a specifically Asian EFL context. In this four par
Reframing foreign language learning as bilingual education
In many environments in which foreign languages (FL) are taught, the emergent bilingual status of FL learners is often overlooked. The dominant monolingual language pedagogies of conventional FL classrooms do not fundamentally recognise the natural interaction of the first language (L1) and second language (L2) in the learners’ minds. Although the L1 and L2 are both often employed in the FL classroom, their use is kept separate with erroneous con…
Translanguaging in the planning of academic and creative writing
Foreign language (FL) writing has undergone a number of key evolutions over the past 50 years. But despite attempts toward a reframing of FL learners as emergent bilinguals, bilingual languaging strategies such as translanguaging are still rarely seen in most FL education contexts, and bilingual composition strategies are yet to become integrated into mainstream FL writing education as a result. The goal of the present study was thus to investiga…
Enhancing Motivation and Listening Comprehension Among Japanese EFL Students Through Translanguaging Practices
This study employed an action research framework to investigate the impact of translanguaging on listening comprehension and learning motivation among Japanese university‐level EFL students. The participants first listened to an English passage, discussed it in English‐only groups, and wrote English comprehension summaries. A translanguaging intervention was then introduced, whereby students were encouraged to leverage their full linguistic reper…
First and second language use in Asian EFL
Ross Forman’s First and Second Language Use in Asian EFL attempts to answer the long-held call for an in-depth look at native language (L1) use in a specifically Asian EFL context. In this four par
Reframing foreign language learning as bilingual education
In many environments in which foreign languages (FL) are taught, the emergent bilingual status of FL learners is often overlooked. The dominant monolingual language pedagogies of conventional FL classrooms do not fundamentally recognise the natural interaction of the first language (L1) and second language (L2) in the learners’ minds. Although the L1 and L2 are both often employed in the FL classroom, their use is kept separate with erroneous con…
The translanguaging classroom
"The translanguaging classroom: leveraging student bilingualism for learning." International Journal of Bilingual Education and Bilingualism, 22(5), pp. 639–640
Translanguaging in the planning of academic and creative writing
Foreign language (FL) writing has undergone a number of key evolutions over the past 50 years. But despite attempts toward a reframing of FL learners as emergent bilinguals, bilingual languaging strategies such as translanguaging are still rarely seen in most FL education contexts, and bilingual composition strategies are yet to become integrated into mainstream FL writing education as a result. The goal of the present study was thus to investiga…
Beyond bilingualism in Japan
Aims and Objectives/Purpose/Research Questions: Japan has traditionally been thought of as a linguistically homogenous and therefore monolingual society. Consequently, very few Japanese people consider themselves bilingual, let alone translingual; however, the reality of Japanese society would suggest otherwise. This paper’s objective was to shed light on the largely unrecognized translanguaging practices prevalent throughout Japanese society. It…
Towards new standards in foreign language assessment
Assessment is one of the most important, purposeful and yet, at times, contentious aspects of language education. Although new strategies of foreign language (FL) assessment have moved away from the traditional summative forms of grammar-based testing to a formative evaluation of learners’ communicative competence in the target language, they are yet to acknowledge the bilingual status of FL learners in their own right. This paper argues in favou…
Am I bilingual? Reporting on the self-reflections of Japanese EFL learners
Aims and objectives/purpose/research questions: Through use of a written questionnaire, this article examines the personal opinions of tertiary-level Japanese intermediate EFL students regarding the definition and process of becoming bilingual. Design/methodology/approach: This article takes a critical applied linguistic approach to examining the perspectives of emergent bilingual Japanese EFL learners regarding their own status as bilingual spea…
Michael Rabbidge
Although investigations into the use of code-switching in English language classrooms have been abundant in the past, only recently have scholars begun to acknowledge foreign language (FL) learning as a form of bilingual education, and FL learners as emergent bilinguals in their own right (see García and Li 2014; Moore 2018; Turnbull 2018). However, despite these recent epistemological progressions, bilingual pedagogies and learning strategies, s…
The reflective positioning of Japanese EFL students in the negotiation of their own emergent bilingual identities
Although the emergent bilingual status of foreign language (FL) students is often overlooked, that is not to say that students do not, on some level of consciousness, experience changes in their identity as a result of their emergent bilingualism. The continuous process of identity (re)negotiation, that is, the reorganising of one’s subject position in relation to contextualised linguistic and social factors, has a significant impact on FL studen…
Enhancing Motivation and Listening Comprehension Among Japanese EFL Students Through Translanguaging Practices
This study employed an action research framework to investigate the impact of translanguaging on listening comprehension and learning motivation among Japanese university‐level EFL students. The participants first listened to an English passage, discussed it in English‐only groups, and wrote English comprehension summaries. A translanguaging intervention was then introduced, whereby students were encouraged to leverage their full linguistic reper…
Emergent bilingualism and emotions in Japanese EFL students’ multilingual identity construction
EFL/ESL Teaching and Learning (10 works) · Linguistics (9 works) · Multilingual Education and Policy (9 works) · Second Language Learning and Teaching (9 works) · Pedagogy (8 works) · Psychology (8 works) · Neuroscience of multilingualism (6 works) · Translanguaging (6 works) · Foreign language (5 works) · Sociology (5 works)