The contested role of translanguaging in English for academic purposes courses
The practices of Chinese international students
Bibliographic Data
| ID | 21556499 |
|---|---|
| Authors | Kristie Williamson (0000-0003-4014-5573, Monash University, corresponding author) |
| Year | 2023 |
| Volume | 42 |
| Issue | 2 |
| Pages | 498-512 |
| Publication date | 2023-02-17 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Higher Education Research & Development (JOURNAL) |
| Journal identifiers | ISSN: 0729-4360 • E-ISSN: 1469-8366 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07294360.2022.2052812 |
| OpenAlex | W4220680622 |
| Language | EN |
| Citations received | 3 |
| References cited | 30 |
In Australia, international students who do not meet university set English language requirements can alternatively attend intensive courses in English for Academic Purposes (EAP). Such courses are steeped in the traditions of communicative language teaching, often holding ‘English only’ classroom policies. This article draws on data from a larger research project to examine Chinese international students’ practices of learning English vocabulary in an EAP programme. Through the lens of the theory of practice architectures, the study reveals Chinese international students often engaged in translanguaging practices. These practices were enabled by the practice arrangements of their English language classroom, while concurrently resisted by teachers. Here, I argue for EAP teachers, curriculum writers and teachers to harness the translanguaging practices of their students to facilitate more effective learning
Curriculum · English for academic purposes · English language · International language · Linguistics · Mathematics education · Pedagogy · Sociology · Translanguaging · Vocabulary · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Changing Practices, Changing Education
Native-speakerism
Clarifying translanguaging and deconstructing named languages
Facilitative effects of learner-directed codeswitching
Plurilingualism and translanguaging
The multilingual turn
Reframing foreign language learning as bilingual education
The translanguaging classroom
The Site of the Social
Disinventing and Reconstituting Languages
Exploring the Reconstruction of Chinese Learners' National Identities in Their English-Language-Learning Journeys in Britain
What works better for the learning of concrete and abstract words
Own-language use in language teaching and learning
Monolingual Bias in SLA Research
Emergent Bilinguals and Tesol
Dynamic Bilingualism as the Norm
Chinese Conceptualization of Learning
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |