دانلود کتاب Translanguaging in EFL Contexts: A Call for Change

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Cover
Half Title
Series Page
Title
Copyright
Dedication
Contents
Introduction: from the beginning
The South Korean context
Teacher guilt
A call for change
A process of reflection and reflexivity
Overview of the book
References
1 Evolving understandings of language in the language classroom
Introduction to the chapter
English learning contexts
Theories of influence
Psycholinguistics theories
But are they applicable?
If not input, then output?
Hegemonic ideologies
The L1 prevails
The social turn
The influence of sociocultural theory
Multilingual realities
Teachers’ use of the L1
How the L1 functions in the classroom
Merits of L1 use
Positive and justified reasons for L1 use
The EFL context
Research on the language choices of NNESTs in EFL contexts
Attitudes to the L1
Student attitudes to L1 and TL use
Codeswitching
Translanguaging
Translanguaging pedagogies
Building positive identities
Participation
Criticisms of translanguaging
References
2 The framework
Developing a framework
Framework for classroom observations analysis
Language as a social semiotic system
Genre theory
Curriculum genres
Pedagogic discourse
Ideal pedagogic subject position
Power and control
Classification
Framing
Vertical and horizontal discourses
Socially constructing the classroom
A system of negotiation
Additional elements in the framework
Framework for interview analysis
The influence of reflexivity on interview data
Summary of theoretical framework
References
3 Beliefs, identity, and investment
The hidden side of teaching
Defining beliefs and knowledge
The impact of beliefs on practice
Relationships between beliefs and practices
Studies on language teachers
Studies on teacher beliefs about language use
Sources of beliefs of language use
Teacher identity
Imagined communities and investment
Bilingual/multilingual identity construction
In summary
References
4 Profiling the teachers
Emma
Jenny
Sue
Sarah
Michelle
In summary
References
5 Translanguaging strategies of inclusion
Introduction
Translanguaging strategies set 1
Translanguaging strategies set 2
Translanguaging strategies set 3
Translanguaging strategies set 4
In summary
The translanguaging pedagogic subject position
References
6 Translanguaging practices of exclusion
Introduction
Translanguaging strategy set 5
The total exclusion strategy
How an increase in English affects the classroom
The effects of maximizing English exposure
The learned need for control
The pedagogic subject position of exclusion
References
7 Linguistic repertoires: their origins and impact on pedagogic discourse
Introduction
Patterns of practice and their consequences
Tracking the origins of teachers’ beliefs about language use in their classes
Primary influences acting on the formation of initial assumptions
Past language teachers’ language use
Alternative language learning experiences
Enjoyment of classes
Teacher training programs
The importance of primary influences
Secondary influences acting in the formation of tentative attitudes
Teacher training programs
Teaching mentors
Role of language teacher identity
Students
School-related contextual factors
The role of secondary influences
Firmer beliefs
Beliefs about using their full linguistic repertoire
Factors affecting pedagogic discourse
How different aspects of the linguistic repertoires affected classification and framing
Recontextualization
Punctuating social spaces
Patterns of practice
Imagined communities
Positions of alienation, detachment, and estrangement
References
8 Translanguaging’s call for change
Introduction
Socio-historical influences
Translanguaging identity development
Effective translanguaging
Teacher awareness
The need for translanguaging in South Korea
Making critical praxis more available
Final comment
References
Index