Table Of ContentTranslanguaging in EFL Contexts
The purpose of this book is to promote the value of translanguaging in EFL
teaching contexts. To date, translanguaging has been discussed mostly in regards
to US and European contexts. This book will examine the teaching beliefs
and practices of teachers within a South Korean elementary school context to
evaluate the practices of current teachers who use translanguaging strategies when
teaching. This examination utilizes sociological theories of pedagogic discourse
to discuss the consequences of language exclusion policies on the peninsula. Using
these theories, it presents an argument for why EFL contexts like South Korea
need to reevaluate their current policies and understandings of language learning
and teaching. By embracing translanguaging as an approach, the author argues,
they will transform their traditional notions of language learning and teaching
in order to view teachers as bilinguals, and learners as emerging bilinguals,
rather than use terms of deficiency that have traditionally been in place for such
contexts. This book’s unique use of sociological theories of pedagogic discourse
supports a need to promote the translanguaging ideology of language teaching
and learning.
Michael Rabbidge is an associate professor in the English education department
of Hankuk University of foreign studies, South Korea. He graduated from
Macquarie University, in Sydney, Australia, with a PhD in Applied linguistics. His
research interests include bilingualism, translanguaging, language identities as
well as reflexivity in qualitative research methodology.
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Broadening the Scope of English Language Education through Media Literacy
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Addressing Difficult Situations in Foreign-Language Learning
Confusion, Impoliteness, and Hostility
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Translanguaging in EFL Contexts
A Call for Change
Michael Rabbidge
Quantitative Data Analysis for Language Assessment Volume I
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Translanguaging in
EFL Contexts
A Call for Change
Michael Rabbidge
HAnKUK UnIvERSITy oF FoREIgn STUDIES, SoUTH KoREA
First published 2019
by Routledge
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Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2019 Michael Rabbidge
The right of Michael Rabbidge to be identified as author of this work
has been asserted by him in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. no part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
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Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
names: Rabbidge, Michael, author.
Title: Translanguaging in EFL contexts : a call for change / Michael
Rabbidge.
Description: London ; new york, ny : Routledge, 2019. | Series:
Routledge research in language education | Includes bibliographical
references and index.
Identifiers: LCCn 2018056360 | ISBn 9781138343139 (hardback) |
ISBn 9780429439346 (e-book)
Subjects: LCSH: English language—Study and teaching—Korea
(South) | English language—Study and teaching—Korean speakers. |
Translanguaging (Linguistics)
Classification: LCC PE1068.K6 R33 2019 | DDC 428.0071/05195—dc23
LC record available at https://lccn.loc.gov/2018056360
ISBn: 978-1-138-34313-9 (hbk)
ISBn: 978-0-429-43934-6 (ebk)
Typeset in galliard
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To my wife, my son, and my daughter.
Contents
Introduction: from the beginning 1
The South Korean context 2
Teacher guilt 6
A call for change 8
A process of reflection and reflexivity 8
Overview of the book 9
References 12
1 Evolving understandings of language in the language
classroom 16
Introduction to the chapter 16
English learning contexts 16
Theories of influence 17
Psycholinguistics theories 17
But are they applicable? 18
If not input, then output? 18
Hegemonic ideologies 19
The L1 prevails 20
The social turn 20
The influence of sociocultural theory 21
Multilingual realities 22
Teachers’ use of the L1 23
How the L1 functions in the classroom 23
Merits of L1 use 25
Positive and justified reasons for L1 use 25
The EFL context 26
Research on the language choices of NNESTs in EFL
contexts 27
Attitudes to the L1 30
Student attitudes to L1 and TL use 30
viii Contents
Codeswitching 31
Translanguaging 31
Translanguaging pedagogies 33
Building positive identities 34
Participation 36
Criticisms of translanguaging 36
References 37
2 The framework 46
Developing a framework 46
Framework for classroom observations analysis 47
Language as a social semiotic system 47
Genre theory 48
Curriculum genres 49
Pedagogic discourse 52
Ideal pedagogic subject position 53
Power and control 53
Classification 53
Framing 54
Vertical and horizontal discourses 54
Socially constructing the classroom 56
A system of negotiation 56
Additional elements in the framework 58
Framework for interview analysis 58
The influence of reflexivity on interview data 59
Summary of theoretical framework 61
References 62
3 Beliefs, identity, and investment 65
The hidden side of teaching 65
Defining beliefs and knowledge 65
The impact of beliefs on practice 68
Relationships between beliefs and practices 69
Studies on language teachers 70
Studies on teacher beliefs about language use 71
Sources of beliefs of language use 71
Teacher identity 72
Imagined communities and investment 74
Bilingual/multilingual identity construction 75
In summary 76
References 77
Contents ix
4 Profiling the teachers 82
Emma 82
Jenny 88
Sue 96
Sarah 101
Michelle 108
In summary 116
References 116
5 Translanguaging strategies of inclusion 119
Introduction 119
Translanguaging strategies set 1 121
Translanguaging strategies set 2 127
Translanguaging strategies set 3 136
Translanguaging strategies set 4 138
In summary 140
The translanguaging pedagogic subject position 141
References 142
6 Translanguaging practices of exclusion 143
Introduction 143
Translanguaging strategy set 5 143
The total exclusion strategy 149
How an increase in English affects the classroom 154
The effects of maximizing English exposure 154
The learned need for control 156
The pedagogic subject position of exclusion 157
References 158
7 Linguistic repertoires: their origins and impact on
pedagogic discourse 159
Introduction 159
Patterns of practice and their consequences 159
Tracking the origins of teachers’ beliefs about language use in
their classes 160
Primary influences acting on the formation of initial
assumptions 160
Past language teachers’ language use 161
Alternative language learning experiences 161
Enjoyment of classes 162
