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題名 Translanguaging in EMI higher education in Taiwan: Learner perception and agenc
作者 黃怡萍
Yi-Ping Huang
貢獻者 英文系
日期 2021-08
上傳時間 4-一月-2022 15:22:33 (UTC+8)
摘要 Although English-medium instruction (EMI) has attracted considerable attention in higher education, it has not widely addressed the notion of learner agency. Through a qualitative case study exploring the perspectives of local and international students in an English-taught program in business in a private university in Taiwan, this chapter explores the use of native languages in classroom interaction in translanguaging practices as well as learner perception and agency in an English as a lingua franca (ELF) context. Data, gathered from interviews and supplemented by observations, weekly journals, and artifacts, were initially analyzed based on (Carspecken in Critical ethnography in educational research: a theoretical and practical guide. Routledge, 1996) reconstructive analysis and later through (Larsen-Freeman in Modern Lang J 103:61–79, 2019) Complex Dynamic Systems Theory on learner agency. This chapter shows the EFL context in the target programs affords translanguaging as a natural yet limited practice and that the use of different resources reflects learner enactment of their agency. The positive consequence of students’ translanguaging motivates them to continue to engage in translanguaging practices. As such, creating an encouraging environment is a necessary condition for students’ translanguaging. This chapter hence concludes by highlighting the primacy of raising professors’ and policy makers’ awareness of translanguaging pedagogy.
關聯 Translanguaging in EMI Higher Education in Asia, Springer, pp.163-180
資料類型 book/chapter
dc.contributor 英文系
dc.creator (作者) 黃怡萍
dc.creator (作者) Yi-Ping Huang
dc.date (日期) 2021-08
dc.date.accessioned 4-一月-2022 15:22:33 (UTC+8)-
dc.date.available 4-一月-2022 15:22:33 (UTC+8)-
dc.date.issued (上傳時間) 4-一月-2022 15:22:33 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/138455-
dc.description.abstract (摘要) Although English-medium instruction (EMI) has attracted considerable attention in higher education, it has not widely addressed the notion of learner agency. Through a qualitative case study exploring the perspectives of local and international students in an English-taught program in business in a private university in Taiwan, this chapter explores the use of native languages in classroom interaction in translanguaging practices as well as learner perception and agency in an English as a lingua franca (ELF) context. Data, gathered from interviews and supplemented by observations, weekly journals, and artifacts, were initially analyzed based on (Carspecken in Critical ethnography in educational research: a theoretical and practical guide. Routledge, 1996) reconstructive analysis and later through (Larsen-Freeman in Modern Lang J 103:61–79, 2019) Complex Dynamic Systems Theory on learner agency. This chapter shows the EFL context in the target programs affords translanguaging as a natural yet limited practice and that the use of different resources reflects learner enactment of their agency. The positive consequence of students’ translanguaging motivates them to continue to engage in translanguaging practices. As such, creating an encouraging environment is a necessary condition for students’ translanguaging. This chapter hence concludes by highlighting the primacy of raising professors’ and policy makers’ awareness of translanguaging pedagogy.
dc.format.extent 193801 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Translanguaging in EMI Higher Education in Asia, Springer, pp.163-180
dc.title (題名) Translanguaging in EMI higher education in Taiwan: Learner perception and agenc
dc.type (資料類型) book/chapter