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Licensed Unlicensed Requires Authentication Published online by De Gruyter Mouton November 10, 2022

Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching

  • Mengjun Nie , Juexuan Lu ORCID logo , Yongyan Zheng ORCID logo EMAIL logo and Qi Shen EMAIL logo

Abstract

Translanguaging practices in Chinese as a second language (CSL) classrooms have been a heated topic in recent years, despite the longstanding Chinese-monolingual ideology. Against this backdrop, we have explored the functions of translanguaging practices in CSL classroom and the interplay of translanguaging and learners’ participation, by comparing the language practices of a translanguaging-oriented classroom and a Chinese-monolingual classroom. We found the functions of classroom translanguaging include meaning-negotiation, peer-assisting, efficiency-increasing and communication encouraging. The findings also reveal that although multilingual practices can also be found in the Chinese-monolingual classroom, they are characterized by a norm-conforming pattern, in contrast to the norm-breaking pattern in the translanguaging-oriented classroom, and the latter can empower students and motivate them to become engaged in Chinese learning. Moreover, multilingual practices deliberately adopted by teachers can be regarded as pedagogical translanguaging and facilitate learner engagement only when there exists no discrepancy between their pedagogical ideology (i.e. advocating translanguaging) and practices. Based on our findings, we advocate a reflection and adjustments to the current monolingual policy in CSL classroom.


Corresponding authors: Yongyan Zheng, Fudan University, Shanghai, China, E-mail: ; and Qi Shen, Tongji University, Shanghai, China, E-mail:

Appendix A

Protocol of student semi-structured interview:

  1. 你会说几种语言? How many languages do you speak?

  2. 平时在跟中国人沟通的时候, 你会觉得很困难吗? Do you find it difficult to communicate with Chinese people in your daily life?

  3. 你在平时学习汉语时会尝试完全沉浸式学习法, 比如让自己完全只说汉语吗? 为什么? Have you tried to learn Chinese by total immersion, for example by speaking only Chinese? Why or why not?

  4. 在你有不懂的问题时, 你更希望让老师用中文解释, 还是觉得只要能够解释清楚, 什么语言都可以? When you have a question that you don’t understand, do you prefer to have the teacher explain it in Chinese, or do you feel that any language is fine as long as it can be explained clearly?

  5. 你觉得英语和法语 (或其他语言) 有时能帮助你学习中文吗? 如果能, 请举例说明; 如果不能, 请说明为什么。Do you think that English and French (or any other languages) can sometimes help you to learn Chinese? Why or why not?

  6. 你会希望老师在课堂上只说汉语, 并且严格要求你也只用汉语表达吗? 请说明理由。Do you expect your teacher to speak only Chinese in class and to strictly require you to express yourself in Chinese only? Why or why not?

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Received: 2022-09-29
Accepted: 2022-10-17
Published Online: 2022-11-10

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