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Translanguaging in EFL contexts[electronic resource] :a call for change /

紀錄類型:	書目-電子資源 : Monograph/item
杜威分類號:	428.0071/05195
書名/作者:	Translanguaging in EFL contexts : a call for change // Michael Rabbidge.
作者:	Rabbidge, Michael.
出版者:	London ; : Routledge,, 2019.
面頁冊數:	1 online resource.
標題:	English language - Study and teaching - Korea (South)
標題:	English language - Study and teaching
標題:	Translanguaging (Linguistics)
ISBN:	9780429799716 (electronic bk.)
ISBN:	0429799713 (electronic bk.)
ISBN:	9780429799709 (electronic bk.)
ISBN:	0429799705
ISBN:	9780429799693 (electronic bk.)
ISBN:	0429799691
ISBN:	9780429439346 (electronic bk.)
ISBN:	0429439342
ISBN:	9781138343139
ISBN:	1138343137
內容註:	Introduction: from the beginning -- Evolving understandings of language in the language classroom -- The framework -- Beliefs, identity and investment -- Profiling the teachers -- Translanguaging strategies of inclusion -- Translanguaging practices of exclusion -- Linguistic repertoires: their origins and impact on pedagogic discourse -- Translanguaging's call for change.
摘要、提要註:	The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. To date, translanguaging has been discussed mostly in regards to US and European contexts. This book will examine the teaching beliefs andpractices of teachers within a South Korean elementary school context to evaluate the practices of current teachers who use translanguaging strategies when teaching. This examination utilizes sociological theories of pedagogic discourse todiscuss the consequences of language exclusion policies on the peninsula. Using these theories, it presents an argument for why EFL contexts like South Korea need to reevaluate their current policies and understandings of language learningand teaching. By embracing translanguaging as an approach, the author argues, they will transform their traditional notions of language learning and teaching in order to view teachers as bilinguals, and learners as emerging bilinguals, ratherthan use terms of deficiency that have traditionally been in place for such contexts. This book's unique use of sociological theories of pedagogic discourse supports a need to promote the translanguaging ideology of language teaching and learning.
電子資源:	https://www.taylorfrancis.com/books/9780429439346

Translanguaging in EFL contexts[electronic resource] :a call for change /
Rabbidge, Michael.

Translanguaging in EFL contextsa call for change /[electronic resource] :Michael Rabbidge. - London ;Routledge,2019. - 1 online resource. - Routledge research in language education.

Introduction: from the beginning -- Evolving understandings of language in the language classroom -- The framework -- Beliefs, identity and investment -- Profiling the teachers -- Translanguaging strategies of inclusion -- Translanguaging practices of exclusion -- Linguistic repertoires: their origins and impact on pedagogic discourse -- Translanguaging's call for change.

The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. To date, translanguaging has been discussed mostly in regards to US and European contexts. This book will examine the teaching beliefs andpractices of teachers within a South Korean elementary school context to evaluate the practices of current teachers who use translanguaging strategies when teaching. This examination utilizes sociological theories of pedagogic discourse todiscuss the consequences of language exclusion policies on the peninsula. Using these theories, it presents an argument for why EFL contexts like South Korea need to reevaluate their current policies and understandings of language learningand teaching. By embracing translanguaging as an approach, the author argues, they will transform their traditional notions of language learning and teaching in order to view teachers as bilinguals, and learners as emerging bilinguals, ratherthan use terms of deficiency that have traditionally been in place for such contexts. This book's unique use of sociological theories of pedagogic discourse supports a need to promote the translanguaging ideology of language teaching and learning.

ISBN: 9780429799716 (electronic bk.)Subjects--Topical Terms:

608567
English language
--Study and teaching--Korea (South)Index Terms--Genre/Form:

336502
Electronic books.

LC Class. No.: PE1068.K6 / R33 2019eb

Dewey Class. No.: 428.0071/05195

Translanguaging in EFL contexts[electronic resource] :a call for change /
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520 $a The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. To date, translanguaging has been discussed mostly in regards to US and European contexts. This book will examine the teaching beliefs andpractices of teachers within a South Korean elementary school context to evaluate the practices of current teachers who use translanguaging strategies when teaching. This examination utilizes sociological theories of pedagogic discourse todiscuss the consequences of language exclusion policies on the peninsula. Using these theories, it presents an argument for why EFL contexts like South Korea need to reevaluate their current policies and understandings of language learningand teaching. By embracing translanguaging as an approach, the author argues, they will transform their traditional notions of language learning and teaching in order to view teachers as bilinguals, and learners as emerging bilinguals, ratherthan use terms of deficiency that have traditionally been in place for such contexts. This book's unique use of sociological theories of pedagogic discourse supports a need to promote the translanguaging ideology of language teaching and learning.
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