Translanguaging in a Chinese-English bilingual education programme: a university-classroom ethnography

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2 Citations (Scopus)

Abstract

Since 2001, Chinese–English bilingual education has been officially promoted in many universities in mainland China. It has, however, recently been criticised for not only failing to improve students’ English proficiency, but also impeding subject knowledge learning. Drawing on ethnographic data collected through classroom observations, interviews and fieldwork notes, this study examines the practices of bilingual education in an undergraduate Business Management Programme in one university. The study reveals that translanguaging is a prominent phenomenon in almost all subject courses in the programme. The translanguaging practices can be largely grouped into four categories: bilingual label quest, simultaneous code-mixing, cross-language recapping, and dual-language substantiation. The study further identifies supportiveness and freedom of context as two major forces that spurred the practices of translanguaging in the programme. The study concludes by arguing that an ideological reorientation towards flexible bilingualism is emerging in such BE contexts, which might be a favourable move away from the monolingual stereotype manifested in the traditional teaching-English-as-a-foreign-language and content-subject courses that envision English-medium instruction. A translanguaging perspective might give the current practices of BE due recognition.

Original languageEnglish
Pages (from-to)322-337
Number of pages16
JournalInternational Journal of Bilingual Education and Bilingualism
Volume22
Issue number3
Early online date27 Sep 2018
DOIs
Publication statusPublished - 2019

Fingerprint

bilingual education
ethnography
classroom
university
business management
multilingualism
language
foreign language
stereotype
instruction
China
Education Program
Ethnography
Bilingual Education
Teaching
interview
knowledge
learning
student

Keywords

  • Chinese universities
  • EMI
  • Translanguaging
  • bilingual education

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

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abstract = "Since 2001, Chinese–English bilingual education has been officially promoted in many universities in mainland China. It has, however, recently been criticised for not only failing to improve students’ English proficiency, but also impeding subject knowledge learning. Drawing on ethnographic data collected through classroom observations, interviews and fieldwork notes, this study examines the practices of bilingual education in an undergraduate Business Management Programme in one university. The study reveals that translanguaging is a prominent phenomenon in almost all subject courses in the programme. The translanguaging practices can be largely grouped into four categories: bilingual label quest, simultaneous code-mixing, cross-language recapping, and dual-language substantiation. The study further identifies supportiveness and freedom of context as two major forces that spurred the practices of translanguaging in the programme. The study concludes by arguing that an ideological reorientation towards flexible bilingualism is emerging in such BE contexts, which might be a favourable move away from the monolingual stereotype manifested in the traditional teaching-English-as-a-foreign-language and content-subject courses that envision English-medium instruction. A translanguaging perspective might give the current practices of BE due recognition.",
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