Multimodal Functions of Translanguaging in CSL Classroom: Application and Implication

This paper attempts to clarify that the traditional second Language teaching method is no longer suitable for the classroom of Chinese as a second Language (CSL) from the perspective of translanguaging theory, and challenges the long-held view of Chinese as a medium in CSL classroom. We should not regard the language repertoire owned by bilingual/multilingual speakers as a hindrance to learning Chinese, instead, we should make full use of multi-sensory, multimodality, multisemiotic and multilingual for meaning construction. It transcends disciplinary boundaries such as linguistics, psychology and education to create an interdisciplinary path for language learning, thereby facilitating learners' Chinese learning process. Based on the analysis of corpus in CSL classroom, this study summarizes four functions of translanguaging in CSL classroom: interpretive strategy, interactive strategy, emotional support strategy and classroom management strategy. It has been preliminarily confirmed that CSL classroom has confirmed the active application of the translanguaging teaching method in CSL classroom, and therefore bring some enlightenment to International Chinese Language Education.

Keywords

Translanguaging CSL Classroom MoI Multimodal

source

International Journal of Chinese Language Education; Dec 2024; Issue No. 16; p.125-141

Language

Chinese