ABSTRACT

Although people may readily refer to Britain, Canada, Australia, New Zealand, and the U.S. as Anglophone countries, recent demographic and sociolinguistic profiles of these countries indicate that they are actually both Anglophone and multilingual, and in some of their cities, even more multilingual than Anglophone. Recent research also indicates that when plurilingual approaches to teaching and learning were tried out in these settings challenges arose due to the ‘either-or’ binary thinking often found in institutional policies and among some instructors. In this paper, the rich semiotic practices and repertoires of migrant and international students are discussed to call for a shift from a deficit model to an asset model of teaching. Some possible ways to break through these ‘either-or’ binaries are offered through using a heteroglossic, plurilingual lens.

摘要

尽管人们可能会轻易地将英国，加拿大，澳大利亚，新西兰和美国称为英语国家，但这些国家/地区最近的人口统计和社会语言资料表明，他们实际上既是英语又是多语种，在他们的一些城市中，甚至是多语种比英语 最近的研究还表明，在这种情况下尝试采用多种教学方法时，由于在机构政策和某些教员中经常出现“非此即彼”的二元思维，因此出现了挑战。在本文中，讨论了移民和国际学生的丰富符号学实践和曲目，以呼吁从赤字模型转变为资产模型的教学。通过使用异质术语，提供了一些突破这些“或非”二进制的可能方法，