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Exploring Pedagogical Translanguaging in Bilingual and Multilingual ESP versus EGP Teachers’ and Students’ Discourses in Iran | ||
| Journal of Language Horizons | ||
| مقاله 1، دوره 8، شماره 4 - شماره پیاپی 22، فروردین 2025، صفحه 7-30 اصل مقاله (405.66 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2024.44196.1820 | ||
| نویسندگان | ||
| Amir BiglarBeigi Ghajarieh* 1؛ Mohammad Amin Mozaheb2؛ Afarin Aghabozorgi3 | ||
| 1Department of TEFL, University of Ershad Damavand, Tehran, Iran | ||
| 2Associate Professor in TEFL, Department of Foreign Languages, Language Center, Imam Sadiq University, Tehran, Iran | ||
| 3Department of TEFL, University of Ershad Damavand Tehran, Iran | ||
| چکیده | ||
| Inspired by recent shifts in Western countries in inclusive education reflected in translanguaging in language education, this study explores how translanguaging can broaden language horizons in Iranian language academies and universities. This research as a qualitative inquiry specifically focuses on Iranian English for General Purposes (EGP) and English for Specific Purposes (ESP) instructors and students to analyze their perceptions and translanguaging approaches in the classroom and how it is regarded in order to discover the discrepancies and association between perception and practice. To this end, a group consisting of EGP and ESP teachers were interviewed and their classes were observed. Some of their students were also given a questionnaire to assess how they regarded translanguaging and if it was a useful approach. The results showed methodological and practical constraints in implementing translanguaging approaches in the educational contexts in Iran where bi/multilingualism is defined within the traditional paradigm of mother tongue vis-a-vis foreign languages. A notable finding of this research was the increased support for translanguaging among educators who were proficient in three or more languages in ESP/EGP settings, in terms of attitudes and behaviors. Furthermore, ESP instructors and students were more supportive of translanguaging, while limiting its definition within the use of L1. This study as a pioneering endeavor in bi/multilingual education in Iran has significant implications for teachers, teacher educators, and policymakers working within bi/multilingual educational spaces. | ||
| کلیدواژه‌ها | ||
| Translanguaging؛ identity؛ multilingualism؛ TEFL؛ ESP | ||
| عنوان مقاله [English] | ||
| بررسی دیدگاههای معلمان ایرانی کارآفرین زبان انگلیسی به عنوان زبان خارجی و دنبال کنندگان شان در فضاهای همبستگی | ||
| نویسندگان [English] | ||
| امیر بیگلربیگی قاجاریه1؛ محمد امین مذهب2؛ آفرین آقابزرگی3 | ||
| 1گروه آموزش زبان انگلیسی، دانشگاه ارشاد دماوند. تهران، ایران | ||
| 2دانشیار، گروه زبانهای خارجی، مرکز زبان. دانشگاه امام صادق (ع)، تهران، ایران | ||
| 3گروه آموزش زبان انگلیسی، دانشگاه ارشاد دماوند، تهران، ایران | ||
| چکیده [English] | ||
| متأثر از تحولات اخیر در کشورهای غربی در زمینه‌ی آموزش فراگیر که در ترازبانگی در آموزش زبان منعکس شده است، این مطالعه به بررسی چگونگی گسترش افقهای زبانی در آموزشکده‌های زبان و دانشگاه‌های ایران توسط ترازبانگی می‌پردازد. این تحقیق به‌عنوان یک پژوهش کیفی به‌طور خاص بر معلمان انگلیسی بااهداف عمومی (EGP) و انگلیسی بااهداف ویژه (ESP) و دانش‌آموزان ایرانی تمرکز دارد تا ادراکات و رویکردهای ترازبانگی آن‌ها در کلاس درس و نحوه‌ی در نظر گرفتن آن را تحلیل کند. به همین منظور، گروهی متشکل از معلمان EGP و ESP مصاحبه شدند و کلاس‌های درس آن‌ها مورد مشاهده قرار گرفت. به برخی از دانش‌آموزان‌شان نیز پرسشنامه‌ای داده شد تا چگونه ترازبانگی را ارزیابی شود. نتایج نشان داد که محدودیت‌های روش‌شناختی و عملی در پیاده‌سازی رویکردهای ترازبانگی در زمینه‌های آموزشی ایران وجود دارد که در آن دوزبانگی/چندزبانگی در چارچوب سنتی زبان مادری در مقابل زبانهای خارجی تعریف می‌شود. یافته قابل توجه این تحقیق، علاقه بیشتربرای ترازبانگی در بین آموزگارانی بود که به سه زبان یا بیشتر مسلط بودند. علاوه بر این، معلمان و دانش‌آموزان در محیط دانشگاهی آموزش زبان ازترازبانگی بیشتر استقبال کردند، در حالی که تعریف آن را در استفاده از L1 محدود کردند. این مطالعه پیشرو در آموزش دوزبانه/چندزبانه در ایران، کاربردهای مهمی برای معلمان، کنشگران در آموزش و سیاست‌گذارانی دارد که در فضاهای آموزشی دویا چندزبانه فعالیت می‌کنند. این مسیر تحقیق در ترازبانگی می‌تواند افقهای زبانی جدید را در ایران را گسترش دهد و به تاکید بر اهمیت آموزش زبانهای اقلیت در تقویت فضاهای دو/چندزبانه در کشور منتهی شود. | ||
| کلیدواژه‌ها [English] | ||
| ترازبانگی, هویت, چندزبانگی, آموزش زبان انگلیسی با اهداف ویژه, آموزش زبان انگلیسی | ||
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