1887
  1. Home
  2. e-Journals
  3. Australian Review of Applied Linguistics
  4. Volume 46, Issue 2
  5. Article
Volume 46, Issue 2
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This article examines Teochew-speaking learners of English as an example of linguistic minority students’ use of and attitudes toward everyday translanguaging practices. By conducting a series of semi-structured interviews, this qualitative study specifically examines students’ translanguaging process with their mother tongue – Teochew (L1), as well as Putonghua (L2), and other languages/dialects in various contexts, such as family, school, and the wider community. The findings indicate the various translanguaging practices but also reveal a decline and marginalization in Teochew across different generations. This paper argues for the need to preserve Teochew and other heritage languages and home dialects for inclusiveness of language practice. Moreover, translanguaging practices should also be viewed as key in readdressing issues such as power and identity in daily language use, and their importance must be recognized for educational purposes.

© 2023 John Benjamins
Loading

Article metrics loading...

/content/journals/10.1075/aral.22012.fan
2023-02-17
2024-12-04

  • From This Site

    /content/journals/10.1075/aral.22012.fan
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Egaña, A. E., Cenoz, J., & Gorter, D.
    (2015) Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education, 3(2), 169–193. 10.1075/jicb.3.2.01aro
     https://doi.org/10.1075/jicb.3.2.01aro [Google Scholar]
  2. Baker, C.
    (2011) Foundations of bilingual education and bilingualism (5th ed.). Multilingual Matters.
     [Google Scholar]
  3. Barron-Hauwaert, S.
    (2011) Bilingual siblings: Language use in families. Multilingual Matters. 10.21832/9781847693280
     https://doi.org/10.21832/9781847693280 [Google Scholar]
  4. Canagarajah, A. S.
    (2013) Translingual practice: Global Englishes and cosmopolitan relations. Routledge. 10.4324/9780203120293
     https://doi.org/10.4324/9780203120293 [Google Scholar]
  5. Cenoz, J.
    (2017) Translanguaging in school contexts: International perspectives. Journal of Language, 16(4), 193–198.
     [Google Scholar]
  6. Cenoz, J., & Gorter, D.
    (2013) Towards a plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly, 47(3), 591–599. 10.1002/tesq.121
     https://doi.org/10.1002/tesq.121 [Google Scholar]
  7. (2017) Minority languages and sustainable translanguaging: Threat or opportunity?Journal of Multilingual and Multicultural Development, 38(10), 901–912. 10.1080/01434632.2017.1284855
     https://doi.org/10.1080/01434632.2017.1284855 [Google Scholar]
  8. (2019) Multilingualism, translanguaging, and minority languages in SLA. The Modern Language Journal, 103(S1),130–135. 10.1111/modl.12529
     https://doi.org/10.1111/modl.12529 [Google Scholar]
  9. (2020) Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300–311. 10.1111/weng.12462
     https://doi.org/10.1111/weng.12462 [Google Scholar]
  10. (Eds.) (2015) Multilingual education: Between language learning and translanguaging. Cambridge University Press. 10.1017/9781009024655
     https://doi.org/10.1017/9781009024655 [Google Scholar]
  11. Conteh, J., & Meier, G.
    (2014) The multilingual turn in languages education: Opportunities and challenges. Multilingual Matters. 10.21832/9781783092246
     https://doi.org/10.21832/9781783092246 [Google Scholar]
  12. Creese, A., & Blackledge, A.
    (2010) Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. Modern Language Journal, 94(1),103–115. 10.1111/j.1540‑4781.2009.00986.x
     https://doi.org/10.1111/j.1540-4781.2009.00986.x [Google Scholar]
  13. (2011) Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43(5), 1196–1208. 10.1016/j.pragma.2010.10.006
     https://doi.org/10.1016/j.pragma.2010.10.006 [Google Scholar]
  14. (2015) Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 351, 20–35. 10.1017/S0267190514000233
     https://doi.org/10.1017/S0267190514000233 [Google Scholar]
  15. Cummins, J.
    (2007) Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 101, 221–240.
     [Google Scholar]
  16. (2017) Teaching for transfer in multilingual school contexts. InO. García, A. Lin, & S. May (Eds.), Bilingual and multilingual education (pp.103–115). Springer International Publishing. 10.1007/978‑3‑319‑02258‑1_8
     https://doi.org/10.1007/978-3-319-02258-1_8 [Google Scholar]
  17. (2019) The emergence of translanguaging pedagogy: A dialogue between theory and practice. Journal of Multilingual Education Research, 9(1), 13–13.
     [Google Scholar]
  18. Dewaele, J.
    (2013) Emotions in multiple languages (2nd ed.). Palgrave Macmillan.
     [Google Scholar]
  19. Dörnyei, Z.
    (2007) Research methods in Applied Linguistics. Oxford University Press.
     [Google Scholar]
  20. Dovchin, S.
    (2018) Language, media and globalization in the periphery: The linguascapes of popular music in Mongolia. Routledge. 10.4324/9781315168227
     https://doi.org/10.4324/9781315168227 [Google Scholar]
  21. (2021) Translanguaging, emotionality, and English as a second language immigrants: Mongolian background women in Australia. TESOL Quarterly, 55(3), 839–865. 10.1002/tesq.3015
     https://doi.org/10.1002/tesq.3015 [Google Scholar]
  22. Dovchin, S., & Lee, J. W.
    (2019) Introduction to special issue: ‘The ordinariness of translinguistics’. International Journal of Multilingualism, 16(2), 105–111. 10.1080/14790718.2019.1575831
     https://doi.org/10.1080/14790718.2019.1575831 [Google Scholar]
  23. Duarte, J.
    (2020) Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism, 17(2), 232–247. 10.1080/14790718.2018.1512607
     https://doi.org/10.1080/14790718.2018.1512607 [Google Scholar]
  24. Dwyer, A. M.
    (2005) The Xinjiang conflict: Uyghur identity, language policy, and political discourse. East-West Center Washington.
     [Google Scholar]
  25. Eberhard, D. M., Simons, G. F., & Fennig, C. D.
    (Eds.) (2021) Ethnologue: Languages of the world (24th ed.). SIL International. www.ethnologue.com
     [Google Scholar]
  26. Fang, F.
    (2018) Ideology and identity debate of English in China: Past, present and future. Asian Englishes, 20(1), 15–26. 10.1080/13488678.2017.1415516
     https://doi.org/10.1080/13488678.2017.1415516 [Google Scholar]
  27. Fang, F., & Hu, G.
    (2022) English medium instruction, identity construction and negotiation of Teochew-speaking learners of English. Journal of Multilingual and Multicultural Development. Advance online publication. 10.1080/01434632.2022.2051711
     https://doi.org/10.1080/01434632.2022.2051711 [Google Scholar]
  28. Fang, F., & Liu, Y.
    (2020) ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua, 2471, 102959. 10.1016/j.lingua.2020.102959
     https://doi.org/10.1016/j.lingua.2020.102959 [Google Scholar]
  29. Feng, A., & Adamson, B.
    (2018) Language policies and sociolinguistic domains in the context of minority groups in China. Journal of Multilingual & Multicultural Development, 39 (1–2), 1–12. 10.1080/01434632.2017.1340478
     https://doi.org/10.1080/01434632.2017.1340478 [Google Scholar]
  30. Flick, U.
    (2007) Designing qualitative research. Thousand Oaks. 10.4135/9781849208826
     https://doi.org/10.4135/9781849208826 [Google Scholar]
  31. García, O.
    (2009) Bilingual education in the 21st century. A global perspective. Wiley-Blackwell.
     [Google Scholar]
  32. (2017) Translanguaging in schools: Subiendo y Bajando, Bajando y Subiendo as afterword. Journal of Language, Identity & Education, 16(4), 256–263. 10.1080/15348458.2017.1329657
     https://doi.org/10.1080/15348458.2017.1329657 [Google Scholar]
  33. García, O., & Li, W.
    (2014) Translanguaging: Language, bilingualism and education. Palgrave Macmillan. 10.1057/9781137385765
     https://doi.org/10.1057/9781137385765 [Google Scholar]
  34. García, O., & Lin, A. M.
    (2016) Translanguaging in bilingual education. InO. Garcia, A. Lin, & S. May (Eds.), Bilingual and multilingual education (3rd ed., pp.1–14). Springer, Cham. 10.1007/978‑3‑319‑02324‑3_9‑1
     https://doi.org/10.1007/978-3-319-02324-3_9-1 [Google Scholar]
  35. Han, Y., De Costa, P. I., & Cui, Y.
    (2019) Exploring the language policy and planning/second language acquisition interface: Ecological insights from an Uyghur youth in China. Language Policy, 181, 65–86. 10.1007/s10993‑018‑9463‑9
     https://doi.org/10.1007/s10993-018-9463-9 [Google Scholar]
  36. Hosokawa, N.
    (2015) Nationalism and linguistic purism in contemporary Japan. Studies in Ethnicity and Nationalism, 15(1), 48–65. 10.1111/sena.12135
     https://doi.org/10.1111/sena.12135 [Google Scholar]
  37. Hsieh, H., & Shannon, S. E.
    (2005) Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. 10.1177/1049732305276687
     https://doi.org/10.1177/1049732305276687 [Google Scholar]
  38. Huang, Y., & Fang, F.
    (2021) ‘I feel a sense of solidarity when speaking Teochew’: Unpacking family language planning and sustainable development of Teochew from a multilingual perspective. Journal of Multilingual and Multicultural Development. Advance online publication. 10.1080/01434632.2021.1974460
     https://doi.org/10.1080/01434632.2021.1974460 [Google Scholar]
  39. Kvale, S., & Brinkmann, S.
    (2015) Interviews: Learning the craft of qualitative research interviewing (3rd Edition). Sage Publications.
     [Google Scholar]
  40. Leonet, O., Cenoz, J., & Gorter, D.
    (2017) Challenging minority language isolation: translanguaging in a trilingual school in the Basque country. Journal of Language Identity and Education, 16(4), 216–227. 10.1080/15348458.2017.1328281
     https://doi.org/10.1080/15348458.2017.1328281 [Google Scholar]
  41. 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. 10.1080/13803611.2012.718488
     https://doi.org/10.1080/13803611.2012.718488 [Google Scholar]
  42. Li, W.
    (2011) Multilinguality, multimodality and multicompetence: Code- and mode-switching by minority ethnic children in complementary schools. Modern Language Journal, 95(3), 370–384. 10.1111/j.1540‑4781.2011.01209.x
     https://doi.org/10.1111/j.1540-4781.2011.01209.x [Google Scholar]
  43. (2014) Translanguaging knowledge and identity in complementary classrooms for multilingual minority ethnic children. Classroom Discourse, 5(2), 158–175. 10.1080/19463014.2014.893896
     https://doi.org/10.1080/19463014.2014.893896 [Google Scholar]
  44. (2018) Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. 10.1093/applin/amx039
     https://doi.org/10.1093/applin/amx039 [Google Scholar]
  45. Li, W., & Zhu, H.
    (2013) Translanguaging identities and ideologies: Creating transnational space through flexible bilingual practices amongst Chinese university students in the UK. Applied Linguistics, 34(5), 516–535. 10.1093/applin/amt022
     https://doi.org/10.1093/applin/amt022 [Google Scholar]
  46. Lin, A. M. Y.
    (2015) Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74–89. 10.1080/07908318.2014.1000926
     https://doi.org/10.1080/07908318.2014.1000926 [Google Scholar]
  47. Liu, H. (刘慧), & Li, S. M. (黎顺苗
    ) (2020) 粤东地区居民语言使用情况调查分析 [Survey and analysis of the language use of residents in Eastern Guangdong]. 语言文字应用 [Applied Linguistics], 31, 107–120.
     [Google Scholar]
  48. Liu, J. E., Lo, Y. Y., & Lin, A. M. Y.
    (2020) Translanguaging pedagogy in teaching English for academic purposes: Researcher-teacher collaboration as a professional development model. System, 921, 102276. 10.1016/j.system.2020.102276
     https://doi.org/10.1016/j.system.2020.102276 [Google Scholar]
  49. Liu, M., & Phan, L. H.
    (2021) “We have no Chinese classmates”: International students, internationalization, and medium of instruction in Chinese universities. Australian Review of Applied Linguistics, 44(2), 180–207. 10.1075/aral.20091.liu
     https://doi.org/10.1075/aral.20091.liu [Google Scholar]
  50. Lune, H., & Berg, B. L.
    (2017) Qualitative research methods for the social sciences (9th ed.). Pearson.
     [Google Scholar]
  51. May, S.
    (Ed.) (2014) The multilingual turn. Routledge.
     [Google Scholar]
  52. Moriarty, M.
    (2017) Developing resources for translanguaging in minority language contexts: A case study of rapping in an Irish primary school. Language, Culture and Curriculum, 30(1), 76–90. 10.1080/07908318.2016.1230623
     https://doi.org/10.1080/07908318.2016.1230623 [Google Scholar]
  53. Nguyen, T. T. T.
    (2019) Translanguaging as trans-identity: The case of ethnic minority students in Vietnam. Lingua, 2221, 39–52. 10.1016/j.lingua.2019.02.010
     https://doi.org/10.1016/j.lingua.2019.02.010 [Google Scholar]
  54. Nikula, T., & Moore, P.
    (2019) Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22(2), 237–249. 10.1080/13670050.2016.1254151
     https://doi.org/10.1080/13670050.2016.1254151 [Google Scholar]
  55. Otheguy, R., García, O., & Reid, W.
    (2015) Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. 10.1515/applirev‑2015‑0014
     https://doi.org/10.1515/applirev-2015-0014 [Google Scholar]
  56. Ou, W. A., Gu, M. M., & Hult, F. M.
    (2021) Discursive ripple effects in language policy and practice: Multilingualism and English as an academic lingua franca in transnational higher education. Australian Review of Applied Linguistics, 44(2), 154–179. 10.1075/aral.20096.ou
     https://doi.org/10.1075/aral.20096.ou [Google Scholar]
  57. Pavlenko, A.
    (2012) Affective processing in bilingual speakers: Disembodied cognition?International Journal of Psychology, 47(6), 405–428. 10.1080/00207594.2012.743665
     https://doi.org/10.1080/00207594.2012.743665 [Google Scholar]
  58. Postiglione, G. A.
    (2008) Making Tibetans in China: The educational challenges of harmonious multiculturalism. Educational Review, 60(1), 1–20. 10.1080/00131910701794481
     https://doi.org/10.1080/00131910701794481 [Google Scholar]
  59. Rohsenow, J. S.
    (2004) Fifty years of script and written language reform in the PRC: The genesis of the language law of 2001. InM. L. Zhou & H. K. Sun (Eds.), Language policy in the eople’s Republic of China: Theory and practice since 1949 (pp.21–43). Kluwer Academic Publishers. 10.1007/1‑4020‑8039‑5_2
     https://doi.org/10.1007/1-4020-8039-5_2 [Google Scholar]
  60. Rubin, H. J., & Rubin, I. S.
    (2005) Qualitative interviewing: The art of hearing data (2nd ed.). Sage Publications. 10.4135/9781452226651
     https://doi.org/10.4135/9781452226651 [Google Scholar]
  61. Sayer, P.
    (2013) Translanguaging, texmex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly, 47(1), 63–88. 10.1002/tesq.53
     https://doi.org/10.1002/tesq.53 [Google Scholar]
  62. Shah, M., Pillai, S., & Sinayah, M.
    (2019) Translanguaging in an academic setting. Lingua, 2251, 16–31. 10.1016/j.lingua.2019.05.001
     https://doi.org/10.1016/j.lingua.2019.05.001 [Google Scholar]
  63. Shen, Q., & Gao, X.
    (2019) Multilingualism and policy making in greater China: Ideological and implementational spaces. Language Policy, 181, 1–16. 10.1007/s10993‑018‑9473‑7
     https://doi.org/10.1007/s10993-018-9473-7 [Google Scholar]
  64. Sung, C. C. M.
    (2021) Identities and beliefs across time and space: A case study of a university student’s second language learning trajectory. Australian Review of Applied Linguistics, 44(3), 265–288. 10.1075/aral.19004.sun
     https://doi.org/10.1075/aral.19004.sun [Google Scholar]
  65. Wang, D.
    (2016) Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22(2), 138–149. 10.1080/13670050.2016.1231773
     https://doi.org/10.1080/13670050.2016.1231773 [Google Scholar]
  66. Wang, W. H., & Curdt-Christiansen, X. L.
    (2018) Parents as agents of multilingual education: Family language planning in China. Language, Culture and Curriculum, 31(3), 235–254. 10.1080/07908318.2018.1504394
     https://doi.org/10.1080/07908318.2018.1504394 [Google Scholar]
  67. Wang, Y., & Phillion, J.
    (2009) Minority language policy and practice in China: The need for multicultural education. International Journal of Multicultural Education, 11(1), 1–14. 10.18251/ijme.v11i1.138
     https://doi.org/10.18251/ijme.v11i1.138 [Google Scholar]
  68. Wen, M. J. (温美姬
    ) (2012) 岭南客粤闽方言词汇的地理文化例释 [Geographical culture phenomena embedded in vocabulary of three main dialects in Lingnan area]. 暨南学报 (哲学社会科学版) [Jinan Journal (Philosophy and Social Sciences)], 71, 74–80.
     [Google Scholar]
  69. Williams, C.
    (1994) Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyd-destun Addysg Uwchradd Ddwyieithog [An evaluation of teaching and learning methods in the context of bilingual secondary education], [Unpublished doctoral thesis]. University of Wales, Bangor.
     [Google Scholar]
  70. Xu, H.
    (2019) Putonghua as “admission ticket” to linguistic market in minority regions in China. Language policy, 181, 17–37. 10.1007/s10993‑018‑9462‑x
     https://doi.org/10.1007/s10993-018-9462-x [Google Scholar]
  71. Zhang, H. Y., & Cai, S. M.
    (2021) Putonghua vs. minority languages: Distribution of language laws, regulations, and documents in mainland China. Ethnic and Racial Studies, 44(14), 2574–2594. 10.1080/01419870.2020.1828598
     https://doi.org/10.1080/01419870.2020.1828598 [Google Scholar]
  72. Zhang, J., & Pérez-Milans, M.
    (2019) Structures of feeling in language policy: The case of Tibetan in China. Language Policy, 181, 39–64. 10.1007/s10993‑018‑9469‑3
     https://doi.org/10.1007/s10993-018-9469-3 [Google Scholar]
/content/journals/10.1075/aral.22012.fan
Loading
Exploring the complexity of linguistic minority students’ use of and attitudes toward everyday translanguaging practices
Australian Review of Applied Linguistics 46, 233 (2023); https://doi.org/10.1075/aral.22012.fan
/content/journals/10.1075/aral.22012.fan
/content/journals/10.1075/aral.22012.fan
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): attitude; linguistic minority language learners; multilingualism; Teochew; translanguaging

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error