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Making the Shift From a Codeswitching to a Translanguaging Lens in English Language Teacher Education
Tesol Quarterly ( IF 3.0 ) Pub Date : 2020-03-29 , DOI: 10.1002/tesq.571 Bridget Goodman 1 , Serikbolsyn Tastanbek 2
Tesol Quarterly ( IF 3.0 ) Pub Date : 2020-03-29 , DOI: 10.1002/tesq.571 Bridget Goodman 1 , Serikbolsyn Tastanbek 2
Affiliation
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There has been increasing ambiguity and debate about the meaning and applicability of the terms codeswitching and translanguaging in English language classrooms. To address this issue, this article first offers a historical overview of the literature on codeswitching and translanguaging. This overview serves as the basis for an updated framework that highlights necessary areas of shift in conceptualization from codeswitching to translanguaging, and dimensions of codeswitching research that can still be integrated into a translanguaging lens. This framework is illuminated through an autobiographical narrative inquiry analysis of a teacher educator and a student‐researcher at an English‐medium university in Kazakhstan, a country that is officially bilingual and developing policies and practices to promote trilingualism. The article reinforces the argument that teachers, teacher educators, and ESOL researchers need to shift from a separate (monoglossic) view of languaging practices to a holistic (heteroglossic) view. Research on teachers’ beliefs and language practices need to be reviewed critically to identify whether they take a monoglossic or heteroglossic view of language practices. The preponderance of spontaneous rather than strategic pedagogical use of translanguaging suggests that teachers and teacher educators in English‐language classrooms need to be explicitly taught ways to incorporate heteroglossic ideologies and intentional translanguaging pedagogies into their teaching practice.
中文翻译：
在英语教师教育中从代码转换转变为翻译语言
关于术语代码转换和翻译的含义和适用性的歧义和争论不断增加在英语教室里。为了解决这个问题，本文首先提供了有关代码切换和翻译的文献的历史回顾。此概述是更新框架的基础，该框架突出了从代码转换到翻译的概念转变的必要领域，以及仍然可以集成到翻译镜头中的代码转换研究的范围。该框架通过对哈萨克斯坦一所英语中等大学的教师教育者和学生研究者的自传叙事查询分析得到阐明，哈萨克斯坦是一个官方双语并且正在制定政策和实践以促进三语制的国家。这篇文章强化了这样的论点，即教师，教师教育者，ESOL研究人员需要从语言实践的单独（单义）观点转变为整体（异义）观点。需要对教师的信念和语言实践的研究进行批判性审查，以确定他们对语言实践是单语还是异语。自发而非策略性教学法在翻译教学中的使用占主导地位，这表明英语教室中的教师和教师教育者需要明确地教授将异种词汇意识形态和故意翻译教学法纳入其教学实践的方法。
更新日期：2020-03-29
中文翻译：
在英语教师教育中从代码转换转变为翻译语言
关于术语代码转换和翻译的含义和适用性的歧义和争论不断增加在英语教室里。为了解决这个问题，本文首先提供了有关代码切换和翻译的文献的历史回顾。此概述是更新框架的基础，该框架突出了从代码转换到翻译的概念转变的必要领域，以及仍然可以集成到翻译镜头中的代码转换研究的范围。该框架通过对哈萨克斯坦一所英语中等大学的教师教育者和学生研究者的自传叙事查询分析得到阐明，哈萨克斯坦是一个官方双语并且正在制定政策和实践以促进三语制的国家。这篇文章强化了这样的论点，即教师，教师教育者，ESOL研究人员需要从语言实践的单独（单义）观点转变为整体（异义）观点。需要对教师的信念和语言实践的研究进行批判性审查，以确定他们对语言实践是单语还是异语。自发而非策略性教学法在翻译教学中的使用占主导地位，这表明英语教室中的教师和教师教育者需要明确地教授将异种词汇意识形态和故意翻译教学法纳入其教学实践的方法。
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