東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Translanguaging and Teacher Identity...

Zhao, Shuya,

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Translanguaging and Teacher Identity in Tertiary-Level Teaching Chinese as a Second Language (Tcsl) Classrooms in Jinan, China // Shuya Zhao.
Author:	Zhao, Shuya,
Description:	1 electronic resource (165 pages)
Notes:	Source: Masters Abstracts International, Volume: 86-04.
Contained By:	Masters Abstracts International86-04.
Subject:	Teaching methods. -
Online resource:	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 /
LDR:05752nmm a22004213i 4500 001 2438469
005 20260727132413.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798342110785
035 $a (MiAaPQD)AAI31527263
035 $a (MiAaPQD)McGill8910k1004
035 $a AAI31527263
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Zhao, Shuya, $e author. $3 3829792
245 1 0 $a Translanguaging and Teacher Identity in Tertiary-Level Teaching Chinese as a Second Language (Tcsl) Classrooms in Jinan, China / $c Shuya Zhao.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (165 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 86-04.
500 $a Advisors: Sarkar, Mekhala; Riches, Caroline.
502 $b M.A. $c McGill University (Canada) $d 2024.
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.
546 $a English
590 $a School code: 0781
650 4 $a Teaching methods. $3 595505
650 4 $a Curricula. $3 3422445
650 4 $a Chinese languages. $3 3560871
650 4 $a East Asian studies. $3 3764093
650 4 $a Language. $3 643551
650 4 $a Pedagogy. $3 2122828
650 4 $a Education. $3 516579
690 $a 0773
690 $a 0679
690 $a 0456
690 $a 0515
710 2 $a McGill University (Canada). $e degree granting institution. $3 3759190
720 1 $a Sarkar, Mekhala $e degree supervisor.
720 1 $a Riches, Caroline $e degree supervisor.
773 0 $t Masters Abstracts International $g 86-04.
790 $a 0781
791 $a M.A.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31527263