پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 960 |
| تعداد مقالات | 7,934 |
| تعداد مشاهده مقاله | 13,424,123 |
| تعداد دریافت فایل اصل مقاله | 9,542,036 |
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 | ||
| مراجع | ||
|
Ambele, E. A. (2022). Supporting English teaching in Thailand by accepting translanguaging: Views from Thai university teachers. Issues in Educational Research, 32(3), 871-886. https://www.iier.org.au/iier32/2022conts.html
Akbar, R. S. S., & Taqi, H. A. (2020). Translanguaging as an ESL learning strategy: A case study in Kuwait. International Journal of Higher Education, 9(6), 54-63. https://doi.org/10.5430/ijhe.v9n6p54
Basturkmen H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40 (2012), 282-295. https://doi.org/10.1016/j.system.2012.05.001
Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury Academic. https://www.bloomsbury.com/uk/teacher-cognition-and-language-education-9781472532060/
Borg, S. (2017). Teachers’ beliefs and classroom practices. In P. Garrett, J.M. Cots (Eds.), The Routledge handbook of language awareness (pp. 75-91). Routledge. https://doi.org/10.4324/9781315676494
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa
Carstens, A. (2016). Translanguaging as a vehicle for L2 acquisition and L1 development: Students’ perceptions. Language Matters 47 (2), 203–222.
Cummins, J. (2019). The Emergence of translanguaging pedagogy: A dialogue between theory and practice. Journal of Multilingual Education Research, 9, 19-36. https://research.library.fordham.edu/jmer/vol9/iss1/13 Daniel, S. M., & Pacheco, M. B. (2016). Translanguaging practices and perspectives of four multilingual teens. Journal of Adolescent & Adult Literacy: A Journal from the International Reading Association, 59(6), 653–663. https://doi.org/10.1002/jaal.500
Deroo, M. R., Ponzio, C. M., & Costa. P. I. D. (2020). Reenvisioning secondlLanguage teacher education through translanguaging praxis. In Zhongfeng Tian, L. Aghai, P. Sayer and J. L. Schissel (Eds),Envisioning TESOL through a translanguaging lens (pp. 111–134). Springer. https://doi.org/10.1007/978-3-030-47031-9
Doiz, A. ,& Lasagabaster, D. (2016). Teachers’ beliefs about translanguaging practices. In C. Mazak & K. Carroll (Ed.), Translanguaging in Higher Education: Beyond Monolingual Ideologies (pp.157-176). Multilingual Matters.
EarlyEdU Alliance. (2019). Code-Switching, word mixing & translanguaging. in supporting multilingual learners course book. University of Washington.
Eslami, M., & Talebzadeh, H. (2023). Switches that count: Perceived functions of University instructors’ code-switching practices in English major undergraduate content versus language classes. Journal of Language Horizons, 6(4), 51-79.
Fauziah, N., Mirizon, S., & Silvhiany, S. (2021). Bilingual education program: Teachers’ and students’ perspectives and challenges. Journal Pendidikan Progresif, 11(2), 219-234. https://doi.org/10.23960/jpp.v11.i2.202107
García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell. https://www.wiley.com/en-us/Bilingual+Education+in+ the+21st+Century%3A+A+Global+Perspective-p-9781405119948
García, O., Wei, L. (2014). Language, Bilingualism and Education. In O. García ,& L. Wei, Translanguaging: Language, bilingualism and education (pp. 46-62). Palgrave Macmillan. https://doi.org/10.1057/9781137385765_4
Gay, L. R., & Airasian, P. (2003). Educational research: Competencies for analysis and application. Merril. https://yulielearning.com/pluginfile.php/4831/ mod_resource/ content/1/Gay-E%20Book%20Educational%20Research-2012.pdf
Ghajarieh, A., & Aghabozorgi, A. (2024). Translanguaging approaches and perceptions of Iranian EGP teachers in bi/Multilingual educational spaces: A Qualitative Inquiry. Qualitative Research Journal. https://doi.org/10.1108/QRJ-07-2023-0108
Ghajarieh, A., & Mirzabeigi, N. (2024). Investigating teacher talk in EAP and EGP classes: In pursuit of communicative features. Journal of Applied Research in Higher Education. 16 (3), 750-762.https://doi.org/10.1108/jarhe-01-2023-0029
Ghajarieh, A., & Safiyar, S. (2023). Exploring interculturalism in language education: Unveiling the role of English as a lingua Franca–aware teachers. The International Journal of Humanities Education, 22(1), 77–93.
Goodman, B., & Tastanbek, S. (2021). Making the shift from a code-switching to a translanguaging lens in English language teacher education. TESOL Quarterly, 55(1), 29–53. https://doi.org/10.1002/tesq.571
Gorter, D., & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92(102272), 102272.
Henk, W. A., Moore, J. C., Marinak, B. A., & Tomasetti, B. W. (2000). A reading lesson observation framework for elementary teachers, principals, and literacy supervisors. The Reading Teacher, 53(5), 358-369. https://www.jstor.org/stable/20204805
Hodkinson, A., Ghajarieh, A., & Salami, A. (2016). An analysis of the cultural representation of disability in school textbooks in Iran and England. Education 3-13, 46(1), 27–36. https://doi.org/10.1080/03004279.2016.1168861
Kleyn, T. & García, O. (2019). Translanguaging as an act of transformation restructuring teaching and learning for emergent bilingual students. In L. C. D. Oliveira (Ed), The Handbook of TESOL in K‐12 (pp. 69-81). Wiley.
Küçük, C. (2018). Investigating translanguaging as a teaching and learning practice in an English medium higher education context in Turkey. (Thesis No. 531272) [MA thesis, University of Çukurova]. National Thesis Center.
MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167-201. https://doi.org/10.3102/0002831216683935
Meier, G. & Conteh, J. (2014). Conclusion: The multilingual turn in languages education. In J. Conteh & G. Meier (Ed.), The Multilingual Turn in Languages Education: Opportunities and Challenges (pp. 292-299). Multilingual
Otheguy, R., O. García & W. Reid. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review 6, 281–307. https://doi.org/10.1515/applirev-2015-0014
Öztürk, S. A., & Çubukçu, F. (2022). Exploring student-directed translanguaging in the English-centric classroom. Language Teaching Research Quarterly, 31, 159–173. https://doi.org/10.32038/ltrq.2022.31.11
Pajares, M. F. (1992). Mobile times, mobile terms: The trans-super-poly-metro movement. In N. Coupland (Ed.), Sociolinguistics: Theoretical debates (pp. 201-216). Cambridge University Press. http://hdl.handle.net/10453/122159
Portolés, L., & Martí, O. (2017). Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL). Bellaterra Journal of Teaching & Learning Language & Literature, 10(1), 61–77.
Prilutskaya, M. (2021). Examining pedagogical translanguaging: A systematic review of the literature. Languages 6(4), 180-?. https://doi.org/10.3390/languages6040180
Riazi, A. M. (2016). The Routledge encyclopedia of research methods in applied linguistics: Quantitative, qualitative, and mixed-methods research. Routledge.
Saha, S., & Rahman, M. M. (2022). Translanguaging pedagogy in the EAP classroom of private universities in Bangladesh. Journal of Higher Education Theory and Practice, 22(17). 49-65. https://doi.org/10.33423/jhetp.v22i17.5656
Sulaiman, R. S., & Taghi, A. H. A . (2020). Translanguaging as an ESL learning strategy: A case study in Kuwait. International Journal of Higher Education, 9(6), 54–63. https://doi.org/10.5430/ijhe.v9n6p54
Tarnanen, M., & Palviainen, Å. (2018). Finnish teachers as policy agents in a changing society. Language and Education, 32(5), 428-443.
Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100.
Tekin, S. (2023). Translanguaging in the young learner EFL Classroom in Turkey: Hidden challenges and complexities. In Raza, K., Reynolds, D., & Coombe, C. (eds), Handbook of multilingual TESOL in Practice (pp.131-145). Springer.
Tian, Z., Aghai, L., Sayer, P., & Schissel, J.L. (2020). Envisioning TESOL through a translanguaging lens in the era of post-multilingualism. In Tian, Z., Aghai, L., Sayer, P., Schissel, J.L. (Eds), Envisioning TESOL through a translanguaging lens. Educational linguistics (pp.1-20), vol 45. Springer, Cham.
Tong, F., & Shi, Q. (2011). Chinese–English bilingual education in China: a case study of college science majors. International Journal of Bilingual Education and Bilingualism, 15(2), 165–182. https://doi.org/10.1080/13670050.2011.607921
Too, W. K. (2023). ‘People are already doing it’: Malaysian English language teachers’ perceptions on translanguaging. Asian Englishes, 25(2), 192–205.
Torff, B., & Murphy, A. F. (2021). Teachers’ beliefs about translanguaging: Effects of language skills and instructional settings. World Journal of Educational Research, 8(1), 107-?. https://doi.org/10.22158/wjer.v8n1p107
Yusri, N. S., A Huzaimi, N. H., & Sulaiman, N. A. (2022). Translanguaging in Malaysian ESL classroom: Teachers’ perceptions. International Journal of Academic Research in Business and Social Sciences, 12(9), 607-619.
Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22(2), 138-149. https://doi.org/10.1080/13670050.2016.1231773
Wei, L. (2018, May 9). Translanguaging and code-Switching: What’s the difference? Oxford University Press.
| ||
|
آمار تعداد مشاهده مقاله: 389 تعداد دریافت فایل اصل مقاله: 229 |
||