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Co-Learning in Hong Kong English medium instruction mathematics secondary classrooms: a translanguaging perspective

机译：香港英语中等教学数学中教室的共同学习：翻倒的视角

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Recent studies on classroom discourse have challenged the traditional classroom role set and emphasised equal contributions from the participants and the emergence of knowledge through active participation. Co-learning emphasises the process in which teachers and students attempt to adapt to one another's behaviour and learn from each other in order to produce desirable learning outcomes. Current research has paid little attention to the ways in which content teachers and students jointly negotiate new knowledge in bi/multilingual classrooms. Based on data collected from a linguistic ethnography in Hong Kong English-Medium-Instruction secondary mathematics classrooms, this paper uses translanguaging as an analytical perspective to analyse how the EMI teacher and students co-learn in the classroom. The data are analysed using Multimodal Conversation Analysis and triangulated with the video-stimulated-recall-interviews which are analysed using Interpretative Phenomenological Analysis. The paper argues that translanguaging creates a safe space for co-learning that emphasises equity in knowledge construction and challenges the hierarchical relationship between the teacher and the learner.
机译：最近关于课堂话语的研究挑战了传统的课堂作用，并通过积极参与强调了与会者的平等贡献和知识的出现。共同学习强调教师和学生试图适应彼此的行为并彼此学习的过程，以便产生所需的学习结果。目前的研究几乎没有关注内容教师和学生共同谈判在双/多语言课堂上的新知识的方式。基于从香港中英教学中学教室的语言民族志收集的数据，本文使用翻倒码作为分析视角，分析EMI教师和学生在教室里的共同学习。使用多模式对话分析分析数据，并使用使用解释性现象学分析分析的视频刺激的召回访谈进行三角化。本文认为，翻转语言为共同学习创造了一个安全的空间，强调知识建设的公平，并挑战教师与学习者之间的等级关系。

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