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首页> 外文期刊>International Journal of Bilingual Education and Bilingualism >Translingual practices in English classrooms in India: current perceptions and future possibilities
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Translingual practices in English classrooms in India: current perceptions and future possibilities

机译：印度英语教室的特性实践：当前的看法和未来的可能性

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摘要

This paper reports on an exploratory survey investigating both translingual practices in English language classrooms in India and attitudes towards translanguaging and L1 use among teachers surveyed. 169 teachers from primary, secondary, tertiary and adult sectors responded to 33 quantitative and six qualitative items investigating nine research questions. The majority of respondents reported making only occasional use of other languages in English language classrooms, most often for comparing and contrasting language features, explaining concepts, managing the classroom and translating for learners. Only a minority of teachers reported actively facilitating translanguaging during language practice activities. English medium institutions were found to be less tolerant of L1-use practices than non-English medium institutions. More experienced teachers were more likely to express more pro-translanguaging beliefs and report more L1-inclusive practices. Important differences between urban, semi-urban and rural contexts were also found, indicative of a need for varied, context-sensitive approaches to multilingual practices in English classrooms across India. We argue that there is a need for an explicit focus on use of other languages in Indian English language teacher education and suggest more cohesive support for translingual practices across the education system. We also propose an additional 'inclusive position' to Macaro's (2001) three 'codeswitching' positions.
机译：本文报告了一个探索性调查，调查印度英语教室中的特性实践以及对调查教师的翻倒和L1使用的态度。来自初级，二级，第三大学和成年部门的169名教师应对33项调查九项研究问题的量化和六项定性项目。大多数受访者报告仅偶尔使用英语语言教室中的其他语言，最常见的是比较和对比语言特征，解释概念，管理课堂并为学习者翻译。只有少数教师报告在语言实践活动中积极促进翻倒。被发现英国中等机构比非英式中等机构的L1使用实践宽容不那么宽容。经验丰富的教师更有可能表达更加普罗劳工的信念，并报告更多的L1包容性做法。还发现了城市，半城市和农村背景之间的重要差异，表明在印度跨越英语课堂上的多语言实践方面的需求。我们认为，有必要明确地关注在印度英语语言教育教育中使用其他语言，并为教育系统中的特性实践建议更多的凝聚力支持。我们还向麦卡罗（2001）三个'代号开关的职位提出了一个额外的“包容性位置”。

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