Acceso usuarios
China
Abstract. Research into pedagogical translanguaging in second/foreign language education has largely been focused on the interplay between two languages, one of which is usually English. Little attention has been paid to the practice of trilingual translanguaging (translanguaging between three languages), and how this can be helpful in the acquisition of a third language. This study, conducted in two Spanish as a third language classrooms in a Chinese university, aims to explore teachers’ translanguaging practices as well as the teachers’ and students’ attitudes to these practices. Analysis of data collected through audio-assisted classroom observation, interviews, and questionnaires reveals that teachers proactively and flexibly mobilize their multilingual resources in classroom talk. Students in general express positive attitudes towards teachers’ translanguaging practices, and express a wish to experience a greater amount of bilingual translanguaging between English (L2) and Spanish (L3). Meanwhile, having access to the views of L3 learners on teachers’ classroom talk proves to be a crucial component in the understanding of how L3 teaching and learning can take place in the most effective way. This study calls for further research into translanguaging practice in multilingual classrooms and its impact on students’ learning.
在外语教学领域中，超语行为的教学实践在近十年得到了广泛的研究。然而，关于三种语言之间的交互作用以及教师母语、二语的语言资源和学习经验对第三语言教学的影响知之甚少。这项在中国某语言类大学的两个第二外语教学课堂中进行的实证研究，旨在探讨教师超语使用策略以及教师与学生对课堂超语实践的态度。通过课堂观摩、访谈和问卷这三种研究方法，研究者发现教师们在课堂上会主动灵活地使用他们的多语资源以完成教学目标。学生总体上对教师的超语实践持积极肯定的态度，并表达了对更多英语(L2)与西班牙语(L3)之间的双语超语的期望。研究同时证明了掌握三语学习者对教师课堂话语的态度对于如何有效提升三语教学效率有着重要影响。未来研究可致力于了解多语超语实践在更多外语课堂的应用及教师课堂超语策略对学生外语习得的影响。
