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Translanguaging and Teacher Identity...

Zhao, Shuya,

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Translanguaging and Teacher Identity in Tertiary-Level Teaching Chinese as a Second Language (Tcsl) Classrooms in Jinan, China /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Translanguaging and Teacher Identity in Tertiary-Level Teaching Chinese as a Second Language (Tcsl) Classrooms in Jinan, China // Shuya Zhao.
作者:	Zhao, Shuya,
面頁冊數:	1 electronic resource (165 pages)
附註:	Source: Masters Abstracts International, Volume: 86-04.
Contained By:	Masters Abstracts International86-04.
標題:	Teaching methods. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31527263
ISBN:	9798342110785

Translanguaging and Teacher Identity in Tertiary-Level Teaching Chinese as a Second Language (Tcsl) Classrooms in Jinan, China /
Zhao, Shuya,

Translanguaging and Teacher Identity in Tertiary-Level Teaching Chinese as a Second Language (Tcsl) Classrooms in Jinan, China /Shuya Zhao. - 1 electronic resource (165 pages)

Source: Masters Abstracts International, Volume: 86-04.

Influenced by increasing population mobility and globalization, university classrooms nowadays in China have become linguistically more diverse, especially in teaching Chinese as a second language (TCSL) classrooms, where students may be adults with different spoken languages. These students often draw on their whole linguistic repertoire to communicate (Wang, 2019). However, there has been little discussion about translanguaging and repertoire with respect to TCSL classrooms. This thesis project therefore focuses on emergent translanguaging pedagogy in the TCSL classroom, focusing on Chinese teachers' teaching strategies and their identity negotiation in this multilingual setting. The study is grounded in a pedagogical framework of translanguaging and a theoretical framework of language teacher identity, using three different data collection methods undertaken with four Chinese in-service teachers: semi-structured narrative interviews, identity portraits, and teaching materials analysis. The results of the study revealed that translanguaging pedagogy is prevalent in multilingual TCSL classrooms, but Chinese teachers generally lack awareness that they are using it. The findings further highlight the influential role that Chinese language teachers' learning, teacher biographies, teacher engagement in communities of practice, teacher cognition, and teacher ideologies play in their teaching and identity negotiations, with policy playing a lesser role. To address the misalignment between translanguaging and TCSL teaching in the tertiary context, it is recommended to integrate training in multilingual settings as an essential component of the core training curriculum for Chinese language teachers. By remedying the lack of agency of Chinese language teachers, educators, universities, and the government can establish platforms that actively encourage Chinese teachers to perform positive multilingual and multicultural identities in their teaching practice.

English

ISBN: 9798342110785Subjects--Topical Terms:

595505
Teaching methods.

Translanguaging and Teacher Identity in Tertiary-Level Teaching Chinese as a Second Language (Tcsl) Classrooms in Jinan, China /
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520 $a Influenced by increasing population mobility and globalization, university classrooms nowadays in China have become linguistically more diverse, especially in teaching Chinese as a second language (TCSL) classrooms, where students may be adults with different spoken languages. These students often draw on their whole linguistic repertoire to communicate (Wang, 2019). However, there has been little discussion about translanguaging and repertoire with respect to TCSL classrooms. This thesis project therefore focuses on emergent translanguaging pedagogy in the TCSL classroom, focusing on Chinese teachers' teaching strategies and their identity negotiation in this multilingual setting. The study is grounded in a pedagogical framework of translanguaging and a theoretical framework of language teacher identity, using three different data collection methods undertaken with four Chinese in-service teachers: semi-structured narrative interviews, identity portraits, and teaching materials analysis. The results of the study revealed that translanguaging pedagogy is prevalent in multilingual TCSL classrooms, but Chinese teachers generally lack awareness that they are using it. The findings further highlight the influential role that Chinese language teachers' learning, teacher biographies, teacher engagement in communities of practice, teacher cognition, and teacher ideologies play in their teaching and identity negotiations, with policy playing a lesser role. To address the misalignment between translanguaging and TCSL teaching in the tertiary context, it is recommended to integrate training in multilingual settings as an essential component of the core training curriculum for Chinese language teachers. By remedying the lack of agency of Chinese language teachers, educators, universities, and the government can establish platforms that actively encourage Chinese teachers to perform positive multilingual and multicultural identities in their teaching practice.
520 3 $a Influencées par la mobilité croissante de la population et la mondialisation, les salles de classe universitaires sont aujourd'hui en Chine plus diversifiées sur le plan linguistique, en particulier dans les salles d'enseignement du chinois langue seconde (TCSL), où les étudiants peuvent être des adultes ayant des langues parlées différentes. Ces étudiants font souvent appel à l'ensemble de leur répertoire linguistique pour communiquer (Wang, 2019). Cependant, il y a eu peu de discussions sur le translanguaging et le répertoire en ce qui concerne les classes de TCSL. Ce projet de thèse se concentre donc sur la pédagogie translanguaging émergente dans la classe TCSL, en mettant l'accent sur les stratégies d'enseignement des enseignants chinois et leur négociation identitaire dans ce contexte multilingue. L'étude est fondée sur un cadre pédagogique de translanguaging et un cadre théorique d'identité des enseignants de langues, en utilisant trois méthodes différentes de collecte de données entreprises avec quatre enseignants chinois en service: entretiens narratifs semi-structurés, portraits d'identité et analyse du matériel d'enseignement. Les résultats de l'étude ont révélé que la pédagogie translanguaging est répandue dans les classes TCSL multilingues, mais que les enseignants chinois ne sont généralement pas conscients qu'ils l'utilisent. Les résultats soulignent en outre le rôle influent de l'apprentissage des enseignants de langue chinoise, de leur biographie, de leur engagement dans des communautés de pratique, de leur cognition et de leur idéologie dans leur enseignement et leurs négociations identitaires, la politique jouant un rôle moindre. Pour remédier au décalage entre l'enseignement translanguaging et l'enseignement TCSL dans le contexte tertiaire, il est recommandé d'intégrer la formation dans des environnements multilingues en tant que composante essentielle du programme de formation de base des enseignants de langue chinoise. En remédiant au manque d'autonomie des enseignants de chinois, les éducateurs, les universités et le gouvernement peuvent mettre en place des plateformes qui encouragent activement les enseignants chinois à afficher des identités multilingues et multiculturelles positives dans leur pratique d'enseignement.
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