Translation in EFL teacher talk in Chinese universities: a translanguaging perspective

ABSTRACT

This study considers translation as a joint enterprise in the management of both linguistic translation and associated meaning-making resources in English language teacher talk from a translanguaging perspective. Analysis of classroom teaching in Chinese universities using conversation analysis (CA) under the SETT (self-evaluation of teacher talk) framework reveals that the sequential patterns of translation go beyond the linguistic structure and are assimilated into a translanguaging pedagogical frame in alignment with dynamic L2 classroom modes. The findings contribute to an understanding of translanguaging effect within certain L2 classroom contexts. As such, the research further informs the appropriate use of translation/translanguaging practice to develop classroom interactional competence.

KEYWORDS:

• Translation
• translanguaging
• conversation analysis
• SETT
• mode

Acknowledgements

The author would like to greatly thank Mr Kevin Wai Hin Tai from University College London, for the constructive input into this paper.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. This study does not include the teacher talk in translation-based tasks, because this study specifically focuses on translation for communication.

Additional information

Notes on contributors

Miaomiao Zuo

Miaomiao Zuo holds a PhD degree in Education and Applied Linguistics, and is a lecturer at Anyang Normal University. Her research interests include classroom discourse and teacher development, English language teaching pedagogy, and critical thinking.

Steve Walsh

Steve Walsh is Professor of Applied Linguistics and Communication in the School of Education, Communication and Language Sciences, Newcastle University, UK, where he was, until recently, Head of Department. Steve’s research interests include classroom discourse, teacher development, second language teacher education, and professional communication. His most recent publications, with Steve Mann, are the monograph Reflective Practice for English Language Teaching: Research-based Principles and Practices (Routledge, 2017) and The Routledge Handbook of English Language Teacher Education (Routledge, June 2019).