Translanguaging in EFL Contexts: A Call for Change PDF
Preview Translanguaging in EFL Contexts: A Call for Change
Translanguaging in EFL Contexts The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. To date, translanguaging has been discussed mostly in regards to US and European contexts. This book will examine the teaching beliefs and practices of teachers within a South Korean elementary school context to evaluate the practices of current teachers who use translanguaging strategies when teaching. This examination utilizes sociological theories of pedagogic discourse to discuss the consequences of language exclusion policies on the peninsula. Using these theories, it presents an argument for why EFL contexts like South Korea need to reevaluate their current policies and understandings of language learning and teaching. By embracing translanguaging as an approach, the author argues, they will transform their traditional notions of language learning and teaching in order to view teachers as bilinguals, and learners as emerging bilinguals, rather than use terms of deficiency that have traditionally been in place for such contexts. This book’s unique use of sociological theories of pedagogic discourse supports a need to promote the translanguaging ideology of language teaching and learning. Michael Rabbidge is an associate professor in the English education department of Hankuk University of foreign studies, South Korea. He graduated from Macquarie University, in Sydney, Australia, with a PhD in Applied linguistics. His research interests include bilingualism, translanguaging, language identities as well as reflexivity in qualitative research methodology. Routledge Research in Language Education The Routledge Research in Language Education series provides a platform for established and emerging scholars to present their latest research and discuss key issues in Language Education. This series welcomes books on all areas of lan- guage teaching and learning, including but not limited to language education policy and politics, multilingualism, literacy, L1, L2 or foreign language acquisi- tion, curriculum, classroom practice, pedagogy, teaching materials, and language teacher education and development. Books in the series are not limited to the discussion of the teaching and learning of English only. Books in the series include: Interdisciplinary Research Approaches to Multilingual Education Edited by Vasilia Kourtis-Kazoullis, Themistoklis Aravossitas, Eleni Skourtou and Peter Pericles Trifonas. From Language Skills to Literacy Broadening the Scope of English Language Education through Media Literacy Csilla Weninger Addressing Difficult Situations in Foreign-Language Learning Confusion, Impoliteness, and Hostility Gerrard Mugford Translanguaging in EFL Contexts A Call for Change Michael Rabbidge Quantitative Data Analysis for Language Assessment Volume I Fundamental Techniques Edited by Vahid Aryadoust and Michelle Raquel For more information about the series, please visit www.routledge.com/Routledge- Research-in-Language-Education/book-series/RRLE Translanguaging in EFL Contexts A Call for Change Michael Rabbidge HAnKUK UnIvERSITy oF FoREIgn STUDIES, SoUTH KoREA First published 2019 by Routledge 2 Park Square, Milton Park, Abingdon, oxon oX14 4Rn and by Routledge 52 vanderbilt Avenue, new york, ny 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2019 Michael Rabbidge The right of Michael Rabbidge to be identified as author of this work has been asserted by him in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. no part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data names: Rabbidge, Michael, author. Title: Translanguaging in EFL contexts : a call for change / Michael Rabbidge. Description: London ; new york, ny : Routledge, 2019. | Series: Routledge research in language education | Includes bibliographical references and index. Identifiers: LCCn 2018056360 | ISBn 9781138343139 (hardback) | ISBn 9780429439346 (e-book) Subjects: LCSH: English language—Study and teaching—Korea (South) | English language—Study and teaching—Korean speakers. | Translanguaging (Linguistics) Classification: LCC PE1068.K6 R33 2019 | DDC 428.0071/05195—dc23 LC record available at https://lccn.loc.gov/2018056360 ISBn: 978-1-138-34313-9 (hbk) ISBn: 978-0-429-43934-6 (ebk) Typeset in galliard by Apex Covantage, LLC To my wife, my son, and my daughter. Contents Introduction: from the beginning 1 The South Korean context 2 Teacher guilt 6 A call for change 8 A process of reflection and reflexivity 8 Overview of the book 9 References 12 1 Evolving understandings of language in the language classroom 16 Introduction to the chapter 16 English learning contexts 16 Theories of influence 17 Psycholinguistics theories 17 But are they applicable? 18 If not input, then output? 18 Hegemonic ideologies 19 The L1 prevails 20 The social turn 20 The influence of sociocultural theory 21 Multilingual realities 22 Teachers’ use of the L1 23 How the L1 functions in the classroom 23 Merits of L1 use 25 Positive and justified reasons for L1 use 25 The EFL context 26 Research on the language choices of NNESTs in EFL contexts 27 Attitudes to the L1 30 Student attitudes to L1 and TL use 30 viii Contents Codeswitching 31 Translanguaging 31 Translanguaging pedagogies 33 Building positive identities 34 Participation 36 Criticisms of translanguaging 36 References 37 2 The framework 46 Developing a framework 46 Framework for classroom observations analysis 47 Language as a social semiotic system 47 Genre theory 48 Curriculum genres 49 Pedagogic discourse 52 Ideal pedagogic subject position 53 Power and control 53 Classification 53 Framing 54 Vertical and horizontal discourses 54 Socially constructing the classroom 56 A system of negotiation 56 Additional elements in the framework 58 Framework for interview analysis 58 The influence of reflexivity on interview data 59 Summary of theoretical framework 61 References 62 3 Beliefs, identity, and investment 65 The hidden side of teaching 65 Defining beliefs and knowledge 65 The impact of beliefs on practice 68 Relationships between beliefs and practices 69 Studies on language teachers 70 Studies on teacher beliefs about language use 71 Sources of beliefs of language use 71 Teacher identity 72 Imagined communities and investment 74 Bilingual/multilingual identity construction 75 In summary 76 References 77 Contents ix 4 Profiling the teachers 82 Emma 82 Jenny 88 Sue 96 Sarah 101 Michelle 108 In summary 116 References 116 5 Translanguaging strategies of inclusion 119 Introduction 119 Translanguaging strategies set 1 121 Translanguaging strategies set 2 127 Translanguaging strategies set 3 136 Translanguaging strategies set 4 138 In summary 140 The translanguaging pedagogic subject position 141 References 142 6 Translanguaging practices of exclusion 143 Introduction 143 Translanguaging strategy set 5 143 The total exclusion strategy 149 How an increase in English affects the classroom 154 The effects of maximizing English exposure 154 The learned need for control 156 The pedagogic subject position of exclusion 157 References 158 7 Linguistic repertoires: their origins and impact on pedagogic discourse 159 Introduction 159 Patterns of practice and their consequences 159 Tracking the origins of teachers’ beliefs about language use in their classes 160 Primary influences acting on the formation of initial assumptions 160 Past language teachers’ language use 161 Alternative language learning experiences 161 Enjoyment of classes 162
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