Constructing playful talk through translanguaging in English medium instruction mathematics classrooms

Constructing playful talk through translanguaging in English medium instruction mathematics classrooms

• Tai, Kevin W. H. UCL Institute of Education, University College London
• Wei, Li UCL Institute of Education, University College London

Applied Linguistics, 42(4), 607-640, 2021

Oxford University Press

2021

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCC Teaching Methods & Their Outcomes

• Hong Kong

• 1997.7 onwards

• Secondary Education

• View Full Text 全文連結

Recent 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. Copyright © 2021 Oxford University Press.

• English

Journal Articles

• 01426001

• 10.1093/applin/amaa043

https://bibliography.lib.eduhk.hk/en/bibs/6efb20ea

2022-04-20