Exploring the complexity of linguistic minority students’ use of and attitudes toward everyday translanguaging practices

Bibliographic Data

ID21458405
AuthorsF Fang (0000-0002-4210-9042, Shantou University), Yating Huang (0000-0002-8097-765X, South China University of Technology)
Year2023
Volume46
Issue2
Pages233-252
Publication date2023-09-14
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAustralian Review of Applied Linguistics (JOURNAL)
Journal identifiersISSN: 0155-0640 • E-ISSN: 1833-7139
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/aral.22012.fan
OpenAlexW4321226230
LanguageEN
Citations received5
References cited59

This article examines Teochew-speaking learners of English as an example of linguistic minority students’ use of and attitudes toward everyday translanguaging practices. By conducting a series of semi-structured interviews, this qualitative study specifically examines students’ translanguaging process with their mother tongue – Teochew (L1), as well as Putonghua (L2), and other languages/dialects in various contexts, such as family, school, and the wider community. The findings indicate the various translanguaging practices but also reveal a decline and marginalization in Teochew across different generations. This paper argues for the need to preserve Teochew and other heritage languages and home dialects for inclusiveness of language practice. Moreover, translanguaging practices should also be viewed as key in readdressing issues such as power and identity in daily language use, and their importance must be recognized for educational purposes

Aesthetics · Art · First language · Heritage language · Linguistics · Pedagogy · Sociology · Translanguaging · Linguistic Variation and Morphology · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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