Translanguaging in Promoting Equitable English Language Learning: A Case Study of a Chinese University in Hebei Province

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: International Perspectives and Experiences in Diversity and Equity in Educational Contexts (Table 36)

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=73-26-6C-28-5E-0E-01-EC-BD-1C-2E-B7-9F-F9-77-EB

Abstract

English is a compulsory course for Chinese learners aged 9 to 21 for decades. It's a must-be subject in vital exams like College Entrance Exam in the mainland. As an influential factor in educational justice, English as a foreign language development illustrates regional chasm. However, some policymakers even teachers still believe the “purifying” immersion monolingual pedagogy. This study uses a case study to investigate the role of translanguaging in establishing equity in English language learning in China. The findings glimpse how translanguaging can be constructed as a pedagogy to (re)shape the teaching environment of foreign languages. It implicates language teaching and language teacher education by taking social justice into consideration.

Author

• Ying Kong, University at Albany - SUNY