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A Translanguaging Approach to TESOL in Taiwan
跨語實踐理念對臺灣英語教學之啟示
摘要
Informed by the concepts of multiliteracy and multimodality, the term ＂translanguaging＂ (García & Li, 2014) highlights the changing nature of language in action in a reality in which linguistic symbols and resources from multiple languages are utilized together with other meaning-carrying modes such as gestures, texts, pictures, and songs. The rationale for a translanguaging approach in ELT stems from the changing roles of a language teacher, from providing linguistic knowledge and skills to building learners’ self-learning capacity, learner agency and L2 identities. Instead of passively memorizing linguistic rules, self-learning learners play with newly-acquired linguistic resources to merge them into their existing personal repertoire and linguistic identities. This paper discusses the viability of a translanguaging approach in TESOL in Taiwanese contexts. The background and rationale for the need of translanguaging is first presented. After expounding the concept of translanguaging and how it differs from code-mixing, the benefits, limitations, and potentials of the translanguaging approach are addressed. We then use an example of translanguaging practices in an EFL classroom in a rural junior high school in Taiwan to illustrate the potentials of translanguaging pedagogy for developing learner agency and identities.
並列摘要
跨語實踐(translanguaging)從多元識讀與多模態之概念衍生而來，其概念強調語言實踐中之變動性。由於當代語言使用混雜多語並結合多元媒介（如手勢、文字、圖像、音樂等）來建構意義並進行溝通，因此英語教學需要跟上這樣的轉變，教師的角色從提供語言知識技巧逐漸轉變為建立學生自學能力，培養學生自主有想法且對自己的英語身分感到舒適自信。有自學能力的學生不是被動地記憶語言知識與規則，而是主動地用各種方式嘗試將新學到的語言片段融入既有的語言資源庫及語言身分。本文探討跨語實踐之概念在臺灣英語教學的可行性，首先概述跨語實踐概念產生之背景與原因，接著探討概念本身意涵及其和語碼混用的差異，並討論此概念對英語教學可能之貢獻、不同情境可能產生的限制等，而後半部利用實際例子說明跨語實踐概念下可能的英語教學方式，藉由一位非都會區的國中英語老師，在課堂與課後和學生的互動，來闡釋跨語實踐等相關教學活動如何幫助學生建立使用英語的自信心並將自己視為理所當然的英語使用者。