| Titre : | TRANSLANGUAGING IN EFL CONTEXTS : A CALL FOR CHENGE |
| Auteurs : | Michael Rabbidge, Auteur |
| Type de document : | Monographie imprimée |
| Mention d'édition : | first published |
| Editeur : | Routladge, 2019 |
| ISBN/ISSN/EAN : | 978-0-367-67119-8 |
| Format : | 24CM |
| Langues: | Anglais |
| Index. décimale : | 420 |
| Mots-clés: | TRANSLANGUAGING ; CONTEXTS |
| Résumé : |
The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. It will examine the teaching beliefs and practices of teachers within a South Korean elementary school context to evaluate the practices of current teachers who use translanguaging strategies when teaching.
The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. To date, translanguaging has been discussed mostly in regards to US and European contexts. This book will examine the teaching beliefs and practices of teachers within a South Korean elementary school context to evaluate the practices of current teachers who use translanguaging strategies when teaching. This examination utilizes sociological theories of pedagogic discourse to discuss the consequences of language exclusion policies on the peninsula. Using these theories, it presents an argument for why EFL contexts like South Korea need to reevaluate their current policies and understandings of language learning and teaching. By embracing translanguaging as an approach, the author argues, they will transform their traditional notions of language learning and teaching in order to view teachers as bilinguals, and learners as emerging bilinguals, rather than use terms of deficiency that have traditionally been in place for such contexts. This book's unique use of sociological theories of pedagogic discourse supports a need to promote the translanguaging ideology of language teaching and learning |
| Sommaire : |
Introduction: From the beginning
Chapter 1 - Evolving understandings of language in the language classroom Chapter 2: The framework Chapter 3: Beliefs, identity and investment Chapter 4: Profiling the teachers Chapter 5: Translanguaging strategies of inclusion Chapter 6: Translanguaging practices of exclusion Chapter 7: Linguistic repertoires: their origins and impact on pedagogic discourse Chapter 8: Translanguaging’s call for change Index |
Disponibilité (5)
| Cote | Support | Localisation | Statut |
|---|---|---|---|
| E8/ 1335 | Livre | مكتبة الآداب واللغات | Empruntable |
| E8/1335 | Livre | مكتبة الآداب واللغات | Empruntable |
| E8/1335 | Livre | مكتبة الآداب واللغات | Empruntable |
| E8/1335 | Livre | مكتبة الآداب واللغات | Empruntable |
| E8/1335 | Livre | مكتبة الآداب واللغات | Empruntable |
