Co-constructing a translanguaging space Analysing a Japanese/ELF group discussion in a CLIL classroom at university
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Keiko Tsuchiya [1]
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[1] Yokohama City University
Yokohama City University
Naka Ku, Japón
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- Localización: Translation and translanguaging in multilingual contexts, ISSN-e 2352-1813, ISSN 2352-1805, Vol. 3, Nº. 2, 2017, págs. 229-253
- Idioma: inglés
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Resumen
Translanguaging is an emergent concept in bi/multilingualism and language education. It refers to discursive practices where multiple languages are used by plurilingual individuals as an integrated linguistic repertoire ( García and Li Wei 2014 ). This study focuses on the use of translanguaging in a group discussion in a Content and Language Integrated Learning (CLIL) classroom at a Japanese university, where Japanese students and one Arabic student talked in three Japanese and English as a Lingua Franca (ELF). The study examined why (the function) and how (the process) the participants translanguaged from Japanese to ELF in this particular context. During a forty-minute discussion, the participants spoke in Japanese most of the time, and ELF was used for less than ten minutes in total, especially between a Japanese and an Arabic speaker. Based on Gumperz (1982) and Klimpfinger (2007) , four functions of translanguaging were identified: (1) addressee specification, (2) assertion, (3) clarification and (4) appealing for linguistic assistance. The process of translanguaging was also examined in relation to turn-taking structure. The results show that the use of response tokens in ELF and meta-linguistic comments functioned as cues for translanguaging. In so doing, the participants co-constructed a translanguaging space.
