Overview
- Provides a holistic research approach to studying language teachers’ and students’ multilingual language practices and attitudes in Chinese language classrooms
- Presents new research on classroom translanguaging practices used in Chinese language teaching
- Advances scholarly discussions into the effectiveness of monolingual and multilingual pedagogies
- Offers practical solutions for incorporating multilingual approaches into teaching practice
- Invites a critical re-examination of key concepts, including: code-switching, medium of instruction, native speaker, English as a lingua franca
- Calls for second language teaching practices and policies to reflect the reality of language use and the diverse learning needs of multilingual students
Part of the book series: Palgrave Studies in Teaching and Learning Chinese (PSTLC)
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Table of contents (5 chapters)
Keywords
About this book
Reviews
“The author’s insightful analyses provide an important basis for us to re-engage in a discussion of how to design pedagogical choices to better reflect the multilingual realities in which Chinese language learning takes place.” (Linfei Yi and Wenhao Diao, Chinese as a Second Language, Vol. 55 (1), 2020)
Authors and Affiliations
About the author
Bibliographic Information
Book Title: Multilingualism and Translanguaging in Chinese Language Classrooms
Authors: Danping Wang
Series Title: Palgrave Studies in Teaching and Learning Chinese
DOI: https://doi.org/10.1007/978-3-030-02529-8
Publisher: Palgrave Macmillan Cham
eBook Packages: Social Sciences, Social Sciences (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2019
Hardcover ISBN: 978-3-030-02528-1Published: 14 November 2018
eBook ISBN: 978-3-030-02529-8Published: 03 November 2018
Series ISSN: 2946-2479
Series E-ISSN: 2946-2487
Edition Number: 1
Number of Pages: XV, 127
Number of Illustrations: 3 b/w illustrations
Topics: Applied Linguistics, Language Teaching, Chinese, Multilingualism, Language Education