Translanguaging and trans-semiotising in a public relations writing course: Exploring heteroglossic co-becoming in a higher education institute in Hong Kong

Translanguaging and trans-semiotising in a public relations writing course: Exploring heteroglossic co-becoming in a higher education institute in Hong Kong

Learning as interactivity, movement, growth and becoming, volume 1: Ecologies of learning in higher education

• Siu, Phoebe The Hong Kong Polytechnic University
• Dos Santos, Pedro Simon Fraser University
• Lin, Mei Yi Angel Simon Fraser University

• King, Mark E. RMIT University
• Thibault, Paul J. University of Agder

Abingdon, Oxon

Routledge

2024

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換

• Hong Kong

• 1997.7 onwards

• 專上教育

In this chapter, Phoebe Siu, Pedro dos Santos, and Angel Lin investigate current theories in language and bilingual education that view learning as a dynamic process of meaning-making in which participants draw from their available semiotic resources to engage in classroom tasks, negotiate meanings, and establish their identities. The authors argue that such an approach is a good way to examine English as a Medium of Instruction (EMI) classrooms. In Hong Kong, where post-secondary institutions have offered EMI to comply with the language policies and the view of English as the language of internationalisation, such theories can provide fruitful insights into EMI classrooms. As Siu, dos Santos, and Lin show, EMI classrooms are configured as spaces where the monoglossic and monologic desire added to the pressure for the exclusive use of English for completing assessment and learning tasks in academic registers and genres confront students’ frequent use of their home languages. Copyright © 2024 selection and editorial matter, Mark E. King and Paul J. Thibault; individual chapters, the contributors.

• 英文

章節

• 9780367707965
• 9780367707958

• 10.4324/9781003148050-4

https://bibliography.lib.eduhk.hk/tc/bibs/4be3b204

2024-06-17