A case study of translanguaging phenomenon in CBI classes in a Chinese university context

• Published in: International journal of applied linguistics Vol. 31; no. 1; pp. 95 - 108
• Main Author: Wang, Ping
• Format: Journal Article
• Language: English
• Published: Oxford Blackwell Publishing Ltd 01.03.2021
• Subjects: Chinese university contexts; content‐based instruction; English as a second language; English as a second language instruction; Higher education; Learning environment; Translanguaging; 关键词:基于内容的教学;超语;中国大学; China
• ISSN: 0802-6106; 1473-4192
• DOI: 10.1111/ijal.12324

In the past decade, the content‐based instruction (CBI) has become increasingly popular in university English as a Foreign Language (EFL) contexts. After reviewing the concepts of CBI and translanguaging, the present study employs the mixed methods to explore the translanguaging practices in a Chinese university context. To achieve the overall aim of this study, 200 subjects were asked to complete questionnaire surveys. Five content specialists as teachers of CBI classes were observed twice for a collection of translanguaging practices. The conclusion draws on the discussion of the data that translanguaging practices have paramount potentials in CBI programs, which should be clearly aware. 抽象 摘要:近十年来, 基于内容的教学(CBI)在中国大学日益流行。本文以一所中国大学为样本就CBI课堂上的超语现象进行了案例研究。在 回顾CBI和超语 两个术语之后, 本文介绍了混合研究范式。具体来讲, 为了达成本研究目标, 研究者对200名CBI学习者进行了问卷调 查, 对5位CBI教师的课堂教学进行了课堂观察。这样做旨在能比较全面地收集到CBI课堂教学过程出现的超语现象, 为理性地分析及诠 释这些超语现象的成因提供坚实基础。本研究认为:在CBI实施过程中, 超语现象不可避免, 且师生双方的超语实践都助推了CBI教学的成功实施。