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OverviewThe 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. Full Product DetailsAuthor: Michael Rabbidge (Hankuk University of foreign studies, South Korea)Publisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.326kg ISBN: 9780367671198ISBN 10: 0367671190 Pages: 194 Publication Date: 18 December 2020 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsIntroduction: From the beginning Chapter 1 - Evolving understandings of language in the language classroom Chapter 2: The framework Chapter 3: Beliefs, identity and investment Chapter 4: Profiling the teachers Chapter 5: Translanguaging strategies of inclusion Chapter 6: Translanguaging practices of exclusion Chapter 7: Linguistic repertoires: their origins and impact on pedagogic discourse Chapter 8: Translanguaging’s call for change IndexReviewsThe critical sociological analysis, linking micro-classroom processes to larger socio-ideological issues; linking classroom interaction patterns to teacher socialization and teacher belief formation and change. These are new elements that will make this work a unique resource. Angel Lin, University of Hong Kong, Hong Kong The critical sociological analysis, linking micro-classroom processes to larger socio-ideological issues; linking classroom interaction patterns to teacher socialization and teacher belief formation and change. These are new elements that will make this work a unique resource. Angel Lin, University of Hong Kong, Hong Kong Author InformationMichael 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. Tab Content 6Author Website:Countries AvailableAll regions |
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