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Article: Constructing playful talk through translanguaging in English medium instruction mathematics classrooms

TitleConstructing playful talk through translanguaging in English medium instruction mathematics classrooms
Authors
Issue Date2021
Citation
Applied Linguistics, 2021, v. 42, n. 4, p. 607-640 How to Cite?
AbstractRecent studies on English-Medium-Instruction (EMI) classroom interaction have begun to look at the role of translanguaging as a pedagogical practice in supporting participants to exploit multilingual and multimodal resources to facilitate content teaching and learning. The present study contributes to this growing body of literature by focusing on playful talk in multiple languages and modalities in EMI mathematics classrooms in a secondary school in Hong Kong. Based on the data collected from a linguistic ethnography, we analyze how the teacher constructs playful talk in order to achieve various pedagogical goals including building rapport, facilitating content explanation and promoting meaningful communication with students. The analysis demonstrates that translanguaging appears to be a critical resource and that several social factors, including the teacher's personal belief, history, sociocultural, and pedagogical knowledge, play a role in constructing playful talk. The playful talk transforms the classroom into a translanguaging space, which in turn allows the teacher and students to perform a range of creative acts and experiment with a variety of voices to facilitate the meaning making and knowledge construction processes.
Persistent Identifierhttp://hdl.handle.net/10722/316601
ISSN
2023 Impact Factor: 3.6
2023 SCImago Journal Rankings: 1.854
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorTai, Kevin W.H.-
dc.contributor.authorWei, Li-
dc.date.accessioned2022-09-14T11:40:51Z-
dc.date.available2022-09-14T11:40:51Z-
dc.date.issued2021-
dc.identifier.citationApplied Linguistics, 2021, v. 42, n. 4, p. 607-640-
dc.identifier.issn0142-6001-
dc.identifier.urihttp://hdl.handle.net/10722/316601-
dc.description.abstractRecent studies on English-Medium-Instruction (EMI) classroom interaction have begun to look at the role of translanguaging as a pedagogical practice in supporting participants to exploit multilingual and multimodal resources to facilitate content teaching and learning. The present study contributes to this growing body of literature by focusing on playful talk in multiple languages and modalities in EMI mathematics classrooms in a secondary school in Hong Kong. Based on the data collected from a linguistic ethnography, we analyze how the teacher constructs playful talk in order to achieve various pedagogical goals including building rapport, facilitating content explanation and promoting meaningful communication with students. The analysis demonstrates that translanguaging appears to be a critical resource and that several social factors, including the teacher's personal belief, history, sociocultural, and pedagogical knowledge, play a role in constructing playful talk. The playful talk transforms the classroom into a translanguaging space, which in turn allows the teacher and students to perform a range of creative acts and experiment with a variety of voices to facilitate the meaning making and knowledge construction processes.-
dc.languageeng-
dc.relation.ispartofApplied Linguistics-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.titleConstructing playful talk through translanguaging in English medium instruction mathematics classrooms-
dc.typeArticle-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1093/applin/amaa043-
dc.identifier.scopuseid_2-s2.0-85114618821-
dc.identifier.volume42-
dc.identifier.issue4-
dc.identifier.spage607-
dc.identifier.epage640-
dc.identifier.eissn1477-450X-
dc.identifier.isiWOS:000702146400002-

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