Article2021

Translation in EFL teacher talk in Chinese universities: a translanguaging perspective

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Multilingual Education and Policy EFL/ESL Teaching and Learning Translation Studies and Practices

Abstract

This study considers translation as a joint enterprise in the management of both linguistic translation and associated meaning-making resources in English language teacher talk from a translanguaging perspective. Analysis of classroom teaching in Chinese universities using conversation analysis (CA) under the SETT (self-evaluation of teacher talk) framework reveals that the sequential patterns of translation go beyond the linguistic structure and are assimilated into a translanguaging pedagogical frame in alignment with dynamic L2 classroom modes. The findings contribute to an understanding of translanguaging effect within certain L2 classroom contexts. As such, the research further informs the appropriate use of translation/translanguaging practice to develop classroom interactional competence.

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References

2004Glossary of transcript symbols with an introduction 2007Sequence Organization in Interaction 1985Structures of Social Action 2017Translanguaging as a Practical Theory of Language 1992A Dictionary of Linguistics and Phonetics 2010Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain 2004The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective 1996Interactional units in conversation: syntactic, intonational, and pragmatic resources for the management of turns

Cited by

2023Bilingual education in China: a qualitative synthesis of research on models and perceptions 2024The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials 2023Pedagogical translanguaging in the primary-school English-L2 class: a case-study in the Chinese context 2025Conceptualizing foreign language teachers’ translanguaging practices: a meta-ethnography of qualitative literature 2025Unequal translanguaging: the affordances and limitations of a translanguaging space for alleviating students’ foreign language anxiety in language classrooms

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