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Eğitim dili olarak İngilizce bağlamında dillerarası geçişlilik: İngiliz edebiyatı içerik sınıflarının incelenmesi

Yıl 2023, Cilt: 12 Sayı: 3, 142 - 157, 31.07.2023

Ufuk Ataş

https://doi.org/10.19128/turje.1210174

Öz

İki/çok dilli öğrenenlerin iki veya daha fazla dilde bilgiyi daha iyi içselleştirebileceğini savunan dillerarası geçişlilik (translanguaging) kavramı son zamanlarda, eğitim dili olarak İngilizce (EDI) bağlamlarında ‘sadece İngilizce’ politikalarına meydan okumaya ve bunların yerini almaya başlamıştır. Bu bakış açısından yola çıkarak ve dilbilimsel etnografik analiz kuramı çerçevesinde, bu durum çalışması İngiliz edebiyatı sınıflarında öğretmen ve öğrenciler tarafından kullanılan dillerarası geçişlilik uygulamalarını ve bu uygulamaların öğrenenlerin çok dilli dağarcıklarını pedagojik amaçlarla kullanıldığında öğrenmeye aracılık edip etmediğini incelemeyi amaçlamaktadır. Çalışmada veri aynı zamanda dersin öğretim elemanı olan araştırmacı tarafından İngiliz Edebiyatı bölümündeki Çağdaş İngiliz Romanı ve Söylem Analizi derslerini gözlemlemesi ve kaydetmesi yoluyla elde edilmiştir. Elde edilen bu gözlemler ve kayıtlar, öğrencilerin ve dersin öğretim elemanının İngilizce (eğitim dili) ve Türkçe (sınıfın ortak dili) dil dağarcıklarını pedagojik dillerarası geçişlilik (pedagogical translanguaging) bakış açısıyla nasıl kullandıklarını belirlemek amacıyla analiz edilmiştir. Sonuçlar, İngilizce eğitim yapılan içerik odaklı İngiliz Edebiyatı sınıflarında pedagojik dillerarası geçişlilik bakış açısının ne derece uygun olduğuna ya da nasıl uygulanacağına dair öneriler sunmaktadır.

Anahtar Kelimeler

Dillerarası geçişlilik İçerik sınıfları İngiliz edebiyatı İngilizce eğitim Pedagojik dillerarası geçişlilik

Kaynakça

  • Ayres-Bennet, W., & Fisher, L. (2022). Towards interdisciplinarity in multilingual identity research: Differing perspectives and common ground. In W. Ayres-Bennett & L. Fisher (Eds.), Multilingualism and identity: Interdisciplinary perspectives (pp. 1-18). Cambridge University Press.
  • Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802-1811. https://doi.org/10.1177/1049732316654870
  • Blackledge, A., & Creese, A. (2010). Multilingualism: A critical perspective. Continuum.
  • Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2(1), 1-28 https://doi.org/10.1515/9783110239331.1
  • Carroll, K. S., & Sambolin Morales, A. N. (2016). Using university students’ L1 as a resource: Translanguaging in a Puerto Rican ESL classroom. Bilingual Research Journal, 39(3-4), 248-262. https://doi.org/10.1080/15235882.2016.1240114
  • Celic, C., & Seltzer, K. (2012). Translanguaging: A CUNY-NYSIEB guide for educators. The City University of New York.
  • Cenoz, J. (2017). Translanguaging in school context. International perspectives: An introduction. Journal of Language, Identity and Education, 16(4), 193–1-98. https://doi.org/10.1080/15348458.2017.1327816
  • Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300-311. https://doi.org/10.1111/weng.12462
  • Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press. https://doi.org/10.1017/9781009029384
  • Cenoz, J., Santos, A., & Gorter, D. (2022): Pedagogical translanguaging and teachers’ perceptions of anxiety. International Journal of Bilingual Education and Bilingualism, https://doi.org/10.1080/13670050.2021.2021387
  • Chang, S. Y. (2019). Beyond the English box: Constructing and communicating knowledge through translingual practices in the higher education classroom. English Teaching & Learning 43, 23-40. https://doi.org/10.1007/s42321-018-0014-4
  • Conteh, J. (2018). Translanguaging. ELT Journal, 72(4), 445-447. https://doi.org/10.1093/elt/ccy034
  • Copland, F., & Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data. Sage. https://dx.doi.org/10.4135/9781473910607
  • Creese, A., & Blackledge, A. (2010), Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?. The Modern Language Journal, 94(1), 103-115. https://doi.org/10.1111/j.1540-4781.2009.00986.x
  • Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. California Association for Bilingual Education.
  • Dalziel, F., & Guarda, M. (2021). Student translanguaging practices in the EMI classroom: A study of Italian higher education. In D. Paulsrud, Z. Tian, & J. Toth (Eds.), English-medium instruction and translanguaging (pp. 124-140). Multilingual Matters. https://doi.org/10.21832/9781788927338-013
  • Deignan, T., & Morton, T. (2022). The challenges of English medium instruction for subject lectures: a shared viewpoint. ELT Journal, 76(2), 208-217. https://doi.org/10.1093/elt/ccab084
  • DuFon, M. A. (2002). Video recording in ethnographic SLA research: Some issues of validity in data collection. Language Learning & Technology, 6(1), 40-59. http://dx.doi.org/10125/25142
  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
  • García, O. (2014). Countering the dual: Transglossia, dynamic bilingualism and translanguaging in education. In R. Rubdy & L. Alsagoff (Eds.), The global-local interface, language choice and hybridity (pp. 100-118). Multilingual Matters. https://doi.org/10.21832/9781783090860-007
  • García, O., & Kleyn, T. (2016). Translanguaging theory in education. In O. García & T. Kleyn (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 9-33). Routledge.
  • García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765
  • García, O., Johnson, S. I., & Seltzer, K., (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
  • Goodman, B., & Tastanbek, S. (2021). Making the shift from a codeswitching to a translanguaging lens in English language teacher education. TESOL Quarterly, 55(1), 29-53. https://doi.org/10.1002/tesq.571
  • Gumperz, J. J. (1982). Discourse strategies. Cambridge University Press.
  • Hymes, D. (1968). The ethnography of speaking. In J. Fishman (Ed.), Readings in the sociology of language (pp. 99-138), Mouton.
  • Hymes, D. (1974). Foundations in sociolinguistics: An ethnographic approach. University of Pennsylvania Press.
  • Kırkgöz, Y. (2014). Students’ perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies, 9(12), 443-459. http://dx.doi.org/10.7827/TurkishStudies.7596
  • Kramsch, C. (2009). Third culture and language education. In V. Cook & L. Wei (Eds.), Contemporary applied linguistics: Language teaching and learning Vol. 1 (pp. 233-254). Continuum.
  • Lewis G., Jones B., & Baker C. (2012). Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641-654. https://doi.org/10.1080/13803611.2012.718488
  • Lincoln, S. Y., & Guba, E. G. (1985). Naturalistic inquiry. Sage
  • Liu, Y., & Fang, F. (2022). Translanguaging theory and practice: How stakeholders perceive translanguaging as a practical theory of language. RELC Journal, 53(2), 391-399. https://doi.org/10.1177/0033688220939222
  • Macaro, E. (2018). English medium instruction. Oxford University Press.
  • Pennycook, A. (2018). Repertoires, registers and linguistic diversity. In A. Creese & A. Blackledge (Eds.), The Routledge handbook of language and superdiversity (pp. 3-15). Routledge.
  • Preece, S. (2022). Deceloping the multilingual agenda in EMI higher educational institutions. ELT Journal, 76(2), 183-193. https://doi.org/10.1093/elt/ccab087
  • Rehbein, J., & Romaniuk, O. (2014). How to check understanding across languages. An introduction into the Pragmatic Index of Language Distance (PILaD) usable to measure mutual understanding in receptive multilingualism, illustrated by conversations in Russian, Ukrainian and Polish. Applied Linguistics Review, 5(1), 131-171. https://doi.org/10.1515/applirev-2014-0007
  • Sahan, K., & Rose, H. (2021). Problematising the E in EMI: translanguaging as a pedagogic alternative to English-only hegemony in university contexts. In D. Paulsrud, Z. Tian, & J. Toth (Eds.), English-medium instruction and translanguaging (pp. 1-14). Multilingual Matters. https://doi.org/10.21832/9781788927338-005
  • Sobkowiak, P. (2022). Translanguaging practices in the EFL classroom - the Polish context. Linguistics and Education, 69, https://doi.org/10.1016/j.linged.2022.101020
  • Tai, K. W. H. (2021). Researching translanguaging in EMI classrooms. In J. K. H. Pun & S. M. Curle (Eds.), Research methods in English medium instruction (pp. 119-132). Routledge. https://doi.org/10.4324/9781003025115
  • Tian, Z., Aghai, L., Sayer, P., & Schissel, J. L. (2020). Envisioning TESOL through a translanguaging lens in the era of post-multilingualism. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives (pp. 1-20). Springer. https://doi.org/10.1007/978-3-030-47031-9
  • van Lier, L. (2008). The ecology of language learning and sociocultural theory. In A. Creese, P. Martin and N. H. Hornberger (Eds.), Encylopedia of language and education: Ecology of language (pp. 53-65). Springer.
  • Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30. https://doi.org/10.1093/applin/amx039
  • Wei, L. (2022). Translanguaging as a political stance: implications for English language education, ELT Journal, 76(2), 172-182, https://doi.org/10.1093/elt/ccab083
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  • Yılmaz, T. (2021). Translanguaging as a pedagogy for equity of language minoritised students. International Journal of Multilingualism, 18(3), 1-20. https://doi.org/10.1080/14790718.2019.1640705
  • Yuan, R., & Yang, M. (2020). Towards an understanding of translanguaging in EMI teacher education classrooms. Language Teaching Research, 1-23, https://doi.org/10.1177/1362168820964123

Translanguaging in English-medium instruction (EMI): Examining English literature content classrooms

Yıl 2023, Cilt: 12 Sayı: 3, 142 - 157, 31.07.2023

Ufuk Ataş

https://doi.org/10.19128/turje.1210174

Öz

Recently, translanguaging has begun challenging and replacing English-only policies in English-medium instruction (EMI) contexts, advocating that bi/multilingual learners may better internalise information in two or more languages. Within this perspective and using linguistic ethnography as the framework, this case study examines the translanguaging practices used by the instructor and the students in English literature classrooms and how/whether these practices mediate learning when multilingual resources are used for pedagogical purposes. The data for this study comes from the researcher, as the instructor, observing and recording their two content classrooms in an English Literature department, namely Contemporary British Novel and Discourse Analysis courses. These observations and recordings were analysed from a pedagogical translanguaging lens to identify the instructor’s input and the students’ output in terms of their display of linguistic repertoires in English (the language of instruction) and Turkish (the shared language in the classroom). The results provide implications for research and practice, offerings suggestions for how/whether a pedagogical translanguaging lens might be adopted in content classrooms.

Anahtar Kelimeler

Content classrooms English-medium instruction English literature Pedagogical translanguaging Translanguaging

Kaynakça

  • Ayres-Bennet, W., & Fisher, L. (2022). Towards interdisciplinarity in multilingual identity research: Differing perspectives and common ground. In W. Ayres-Bennett & L. Fisher (Eds.), Multilingualism and identity: Interdisciplinary perspectives (pp. 1-18). Cambridge University Press.
  • Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802-1811. https://doi.org/10.1177/1049732316654870
  • Blackledge, A., & Creese, A. (2010). Multilingualism: A critical perspective. Continuum.
  • Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2(1), 1-28 https://doi.org/10.1515/9783110239331.1
  • Carroll, K. S., & Sambolin Morales, A. N. (2016). Using university students’ L1 as a resource: Translanguaging in a Puerto Rican ESL classroom. Bilingual Research Journal, 39(3-4), 248-262. https://doi.org/10.1080/15235882.2016.1240114
  • Celic, C., & Seltzer, K. (2012). Translanguaging: A CUNY-NYSIEB guide for educators. The City University of New York.
  • Cenoz, J. (2017). Translanguaging in school context. International perspectives: An introduction. Journal of Language, Identity and Education, 16(4), 193–1-98. https://doi.org/10.1080/15348458.2017.1327816
  • Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300-311. https://doi.org/10.1111/weng.12462
  • Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press. https://doi.org/10.1017/9781009029384
  • Cenoz, J., Santos, A., & Gorter, D. (2022): Pedagogical translanguaging and teachers’ perceptions of anxiety. International Journal of Bilingual Education and Bilingualism, https://doi.org/10.1080/13670050.2021.2021387
  • Chang, S. Y. (2019). Beyond the English box: Constructing and communicating knowledge through translingual practices in the higher education classroom. English Teaching & Learning 43, 23-40. https://doi.org/10.1007/s42321-018-0014-4
  • Conteh, J. (2018). Translanguaging. ELT Journal, 72(4), 445-447. https://doi.org/10.1093/elt/ccy034
  • Copland, F., & Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data. Sage. https://dx.doi.org/10.4135/9781473910607
  • Creese, A., & Blackledge, A. (2010), Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?. The Modern Language Journal, 94(1), 103-115. https://doi.org/10.1111/j.1540-4781.2009.00986.x
  • Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. California Association for Bilingual Education.
  • Dalziel, F., & Guarda, M. (2021). Student translanguaging practices in the EMI classroom: A study of Italian higher education. In D. Paulsrud, Z. Tian, & J. Toth (Eds.), English-medium instruction and translanguaging (pp. 124-140). Multilingual Matters. https://doi.org/10.21832/9781788927338-013
  • Deignan, T., & Morton, T. (2022). The challenges of English medium instruction for subject lectures: a shared viewpoint. ELT Journal, 76(2), 208-217. https://doi.org/10.1093/elt/ccab084
  • DuFon, M. A. (2002). Video recording in ethnographic SLA research: Some issues of validity in data collection. Language Learning & Technology, 6(1), 40-59. http://dx.doi.org/10125/25142
  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
  • García, O. (2014). Countering the dual: Transglossia, dynamic bilingualism and translanguaging in education. In R. Rubdy & L. Alsagoff (Eds.), The global-local interface, language choice and hybridity (pp. 100-118). Multilingual Matters. https://doi.org/10.21832/9781783090860-007
  • García, O., & Kleyn, T. (2016). Translanguaging theory in education. In O. García & T. Kleyn (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 9-33). Routledge.
  • García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765
  • García, O., Johnson, S. I., & Seltzer, K., (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
  • Goodman, B., & Tastanbek, S. (2021). Making the shift from a codeswitching to a translanguaging lens in English language teacher education. TESOL Quarterly, 55(1), 29-53. https://doi.org/10.1002/tesq.571
  • Gumperz, J. J. (1982). Discourse strategies. Cambridge University Press.
  • Hymes, D. (1968). The ethnography of speaking. In J. Fishman (Ed.), Readings in the sociology of language (pp. 99-138), Mouton.
  • Hymes, D. (1974). Foundations in sociolinguistics: An ethnographic approach. University of Pennsylvania Press.
  • Kırkgöz, Y. (2014). Students’ perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies, 9(12), 443-459. http://dx.doi.org/10.7827/TurkishStudies.7596
  • Kramsch, C. (2009). Third culture and language education. In V. Cook & L. Wei (Eds.), Contemporary applied linguistics: Language teaching and learning Vol. 1 (pp. 233-254). Continuum.
  • Lewis G., Jones B., & Baker C. (2012). Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641-654. https://doi.org/10.1080/13803611.2012.718488
  • Lincoln, S. Y., & Guba, E. G. (1985). Naturalistic inquiry. Sage
  • Liu, Y., & Fang, F. (2022). Translanguaging theory and practice: How stakeholders perceive translanguaging as a practical theory of language. RELC Journal, 53(2), 391-399. https://doi.org/10.1177/0033688220939222
  • Macaro, E. (2018). English medium instruction. Oxford University Press.
  • Pennycook, A. (2018). Repertoires, registers and linguistic diversity. In A. Creese & A. Blackledge (Eds.), The Routledge handbook of language and superdiversity (pp. 3-15). Routledge.
  • Preece, S. (2022). Deceloping the multilingual agenda in EMI higher educational institutions. ELT Journal, 76(2), 183-193. https://doi.org/10.1093/elt/ccab087
  • Rehbein, J., & Romaniuk, O. (2014). How to check understanding across languages. An introduction into the Pragmatic Index of Language Distance (PILaD) usable to measure mutual understanding in receptive multilingualism, illustrated by conversations in Russian, Ukrainian and Polish. Applied Linguistics Review, 5(1), 131-171. https://doi.org/10.1515/applirev-2014-0007
  • Sahan, K., & Rose, H. (2021). Problematising the E in EMI: translanguaging as a pedagogic alternative to English-only hegemony in university contexts. In D. Paulsrud, Z. Tian, & J. Toth (Eds.), English-medium instruction and translanguaging (pp. 1-14). Multilingual Matters. https://doi.org/10.21832/9781788927338-005
  • Sobkowiak, P. (2022). Translanguaging practices in the EFL classroom - the Polish context. Linguistics and Education, 69, https://doi.org/10.1016/j.linged.2022.101020
  • Tai, K. W. H. (2021). Researching translanguaging in EMI classrooms. In J. K. H. Pun & S. M. Curle (Eds.), Research methods in English medium instruction (pp. 119-132). Routledge. https://doi.org/10.4324/9781003025115
  • Tian, Z., Aghai, L., Sayer, P., & Schissel, J. L. (2020). Envisioning TESOL through a translanguaging lens in the era of post-multilingualism. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives (pp. 1-20). Springer. https://doi.org/10.1007/978-3-030-47031-9
  • van Lier, L. (2008). The ecology of language learning and sociocultural theory. In A. Creese, P. Martin and N. H. Hornberger (Eds.), Encylopedia of language and education: Ecology of language (pp. 53-65). Springer.
  • Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30. https://doi.org/10.1093/applin/amx039
  • Wei, L. (2022). Translanguaging as a political stance: implications for English language education, ELT Journal, 76(2), 172-182, https://doi.org/10.1093/elt/ccab083
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  • Yılmaz, T. (2021). Translanguaging as a pedagogy for equity of language minoritised students. International Journal of Multilingualism, 18(3), 1-20. https://doi.org/10.1080/14790718.2019.1640705
  • Yuan, R., & Yang, M. (2020). Towards an understanding of translanguaging in EMI teacher education classrooms. Language Teaching Research, 1-23, https://doi.org/10.1177/1362168820964123
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Ufuk Ataş 0000-0002-8171-8334

Yayımlanma Tarihi 31 Temmuz 2023
Kabul Tarihi 1 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 3

Kaynak Göster

APA Ataş, U. (2023). Translanguaging in English-medium instruction (EMI): Examining English literature content classrooms. Turkish Journal of Education, 12(3), 142-157. https://doi.org/10.19128/turje.1210174
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