“全英文”学科课堂中的超语实践与知识建构  

Translanguaging practices and knowledge construction in English-medium-instruction classrooms

作　　者：郑咏滟[1] 邱译曦 ZHENG Yongyan;QIU Yixi

机构地区：[1]复旦大学外国语言文学学院,上海200433

出　　处：《外语界》2024年第1期23-31,共9页Foreign Language World

基　　金：国家社科基金后期资助重点项目(编号23FYYA002)的阶段性成果。

摘　　要：本研究采用“瞬时分析法”和“阐释现象学分析法”,系统分析了课堂录像、半结构访谈、学生反思日记等质性数据,考察了超语在全英文课程中知识建构的功能及影响因素。研究结果显示,师生的超语实践具有拓展认知框架、激发学习主动性、赋予自信和安全感的功能,并且主要受到整体社会环境与学科文化、教育资源与学习风格、语言使用意识形态的影响。师生通过超语实践,能够有效激活课堂内外的多语和多文化认知资源,将全英文课堂有效转换为多语和多文化互动的超语空间。This study investigates the functions of translanguaging in knowledge construction in English-mediuminstruction(EMI)learning and the influencing factors.It employs"moment analysis"and"interpretative phenomenological analysis"to analyze the qualitative data including video-assisted classroom observations,semistructured interviews,and students'reflective journals.The findings show that the participants'translanguaging in EMI classrooms achieves three primary purposes:expanding cognitive frameworks,stimulating active learning,and cultivating confidence and a sense of security.Moreover,the translanguaging practices are mainly influenced by social environment and disciplinary cultures,educational resources and learning styles,and language use ideology.Through translanguaging practices,the teachers and students activate multilingual and multicultural cognitive resources both inside and outside the classroom,effectively transforming the English-only classroom into a translanguaging space of multilingual and multicultural interaction.

关 键 词：全英文课程 超语 多语和多文化资源 知识建构 

分 类 号：H319[语言文字—英语]