Abstract
Abstract Recent studies on English-Medium-Instruction (EMI) classroom interaction have begun to look at the role of translanguaging as a pedagogical practice in supporting participants to exploit multilingual and multimodal resources to facilitate content teaching and learning. The present study contributes to this growing body of literature by focusing on playful talk in multiple languages and modalities in EMI mathematics classrooms in a secondary school in Hong Kong. Based on the data collected from a linguistic ethnography, we analyze how the teacher constructs playful talk in order to achieve various pedagogical goals including building rapport, facilitating content explanation and promoting meaningful communication with students. The analysis demonstrates that translanguaging appears to be a critical resource and that several social factors, including the teacher’s personal belief, history, sociocultural, and pedagogical knowledge, play a role in constructing playful talk. The playful talk transforms the classroom into a translanguaging space, which in turn allows the teacher and students to perform a range of creative acts and experiment with a variety of voices to facilitate the meaning making and knowledge construction processes.
Highlights
In English-Medium-Instruction (EMI), English-as-a-Second/Foreign-Language students will learn all/some subjects through English
To address this research gap, this study examines how translanguaging is employed by the teacher to create playful talk in the EMI classroom in order to accomplish his pedagogical goals in the lessons
This study aims to address the following research questions (RQs): 1 How does the Hong Kong (HK) EMI mathematics teacher use translanguaging in constructing playful talk?
Summary
In English-Medium-Instruction (EMI), English-as-a-Second/Foreign-Language students will learn all/some subjects through English. Garcıa et al 2017), has recently attracted the attention of EMI researchers due to the need for a more nuanced understanding of the role of the learners’ as well as the teacher’s complex multilingual and multimodal repertoires in knowledge construction Translanguaging challenges the monolingual pedagogical principle (i.e. English only) in EMI and encourages the learner and the teacher to draw on their familiar and available linguistic, semiotic, and multimodal resources to facilitate the processes of meaning making in the classroom. The present study focuses on the role of translanguaging in constructing playful talk in an EMI classroom.
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