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

References

• Baynham, M., and T. K. Lee. 2019. Translation and Translanguaging. Oxon: Routledge.
   Google Scholar
• Can Daşkın, N. 2015. “Shaping Learner Contributions in an EFL Classroom: Implications for L2 Classroom Interactional Competence.” Classroom Discourse 6 (1): 33–56. doi:10.1080/19463014.2014.911699.
   Web of Science ®Google Scholar
• Canagarajah, S. 2011. “Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy.” Applied Linguistics Review 2 (2011): 1–28. doi:10.1515/9783110239331.1.
   Google Scholar
• Cenoz, J. 2017. “Translanguaging in School Contexts: International Perspectives.” Journal of Language, Identity & Education 16 (4): 193–198. doi:10.1080/15348458.2017.1327816.
   Web of Science ®Google Scholar
• Cenoz, J., and D. Gorter. 2020. “Teaching English through Pedagogical Translanguaging.” World Englishes 39 (2): 300–311. doi:10.1111/weng.12462.
   Web of Science ®Google Scholar
• Cheng, X. 2013. “Research on Chinese College English Teachers’ Classroom Code-switching: Beliefs and Attitudes.” Journal of Language Teaching & Research 4 (6): 1277–1284. doi:10.4304/jltr.4.6.1277-1284.
   Google Scholar
• Cho, S., and S. Kim. 2017. “L1 Translation as Scaffolding in Tutor Talk: A Case Study of Two Korean Tutors.” Journal of Language Studies 17 (2): 15–32.
   Web of Science ®Google Scholar
• Colina, S. 2002. “Second Language Acquisition, Language Teaching and Translation Studies.” The Translator 8 (1): 1–24.
   Google Scholar
• Colina, S., and B. A. Lafford. 2017. “Translation in Spanish Language Teaching: The Integration of a “Fifth Skill” in the Second Language Curriculum.” Journal of Spanish Language Teaching 4 (2): 110–123. doi:10.1080/23247797.2017.1407127.
   Google Scholar
• Cook, G. 2007. “A Thing of the Future: Translation in Language Learning.” International Journal of Applied Linguistics 17 (3): 396–401. doi:10.1111/j.1473-4192.2007.00160.x.
   Google Scholar
• Cook, G. 2010. Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press.
   Google Scholar
• Crystal, D. 2011. Dictionary of Linguistics and Phonetics. Vol. 30. 6th ed. Oxford: Blackwell Publishing.
   Google Scholar
• Flowerdew, J. 2013. Discourse in English Language Education. Oxon: Routledge.
   Google Scholar
• Ford, C. E., and S. A. Thompson. 1996. “Interactional Units in Conversation: Syntactic, Intonational, and Pragmatic Resource for the Management of Turns.” In Interaction and Grammar, edited by E. Ochs, E. A. Schegloff, and S. A. Thompson, 134–184. Vol. 13. Cambridge: Cambridge University Press.
   Google Scholar
• Gutiérrez, L. P. 2018. “Translation in Language Teaching, Pedagogical Translation, and code-Switching: Restructuring the Boundaries.” The Language Learning Journal 49 (2): 1–21.
   Google Scholar
• Hall, J. K., and S. Pekarek Doehler. 2012. “L2 Interactional Competence and Development.” In L2 Interactional Competence and Development, edited by J. K. Hall, J. Hellermann, and S. Pekarek Doehler, 1–15. Bristol, Buffalo and Toronto: Multilingual Matters.
   Google Scholar
• Hellermann, J. 2003. “The Interactive Work of Prosody in the IRF Exchange: Teacher Repetition in Feedback Moves.” Language in Society 32 (1): 79–104. doi:10.1017/S0047404503321049.
   Web of Science ®Google Scholar
• Hellermann, J. 2005a. “The Sequential and Prosodic Co-construction of a ‘Quiz Game’activity in Classroom Talk.” Journal of Pragmatics 37 (6): 919–944. doi:10.1016/j.pragma.2004.09.009.
   Web of Science ®Google Scholar
• Hellermann, J. 2005b. “Syntactic and Prosodic Practices for Cohesion in Series of Three-part Sequences in Classroom Talk.” Research on Language and Social Interaction 38 (1): 105–130. doi:10.1207/s15327973rlsi3801_4.
   Web of Science ®Google Scholar
• Hosoda, Y. 2014. The Role of Pedagogical Translation in Second Language Acquisition: From Theory to Practice. Bern: Peter Lang.
   Google Scholar
• Howatt, A. P., and R. C. Smith. 2002. Modern Language Teaching: The Reform Movement. London: Psychology Press.
   Google Scholar
• Jakonen, T., T. P. Szabó, and P. Laihonen. 2018. “Translanguaging as Playful Subversion of a Monolingual Norm in the Classroom.” In Translanguaging as Everyday Practice, edited by M. Gerardo, 31–48. Switzerland: Springer.
   Google Scholar
• Jefferson, G. 2004. “Glossary of Transcript Symbols with an Introduction.” In Conversation Analysis: Studies from the First Generation, edited by G. H. Lerner, 13–34. Vol. 125. Amsterdam: John Benjamins Publishing.
   Google Scholar
• Kääntä, L. 2010. “Teacher turn-allocation and repair practices in classroom interaction: A multisemiotic perspective.” PhD thesis. University of Jyväskylä, Pekka Olsbo, Finland.
   Google Scholar
• Kääntä, L. 2012. “Teachers’ Embodied Allocations in Instructional Interaction.” Classroom Discourse 3 (2): 166–186. doi:10.1080/19463014.2012.716624.
   Google Scholar
• Karimian, Z., and M. R. Talebinejad. 2013. “Students’ Use of Translation as a Learning Strategy in EFL Classroom.” Journal of Language Teaching & Research 4 (3): 605–609. doi:10.4304/jltr.4.3.605-610.
   Google Scholar
• Kelly, N., and J. Bruen. 2015. “Translation as A Pedagogical Tool in the Foreign Language Classroom: A Qualitative Study of Attitudes and Behaviours.” Language Teaching Research 19 (2): 150–168. doi:10.1177/1362168814541720.
   Web of Science ®Google Scholar
• Kim, E.-Y. 2011. “Using Translation Exercises in the Communicative EFL Writing Classroom.” ELT Journal 65 (2): 154–160. doi:10.1093/elt/ccq039.
   Web of Science ®Google Scholar
• Kusters, A., M. Spotti, R. Swanwick, and E. Tapio. 2017. “Beyond Languages, beyond Modalities: Transforming the Study of Semiotic Repertoires.” International Journal of Multilingualism 14 (3): 219–232. doi:10.1080/14790718.2017.1321651.
   Web of Science ®Google Scholar
• Laviosa, S. 2014. Translation and Language Education: Pedagogic Approaches Explored. London: Routledge.
   Google Scholar
• Leonardi, V. 2010. “Missing Response After Teacher Question in Primary School English as a Foreign Language Classes.” Linguistics and Education 28: 1–16.
   Google Scholar
• Lewis, G., B. Jones, and C. Baker. 2012. “Translanguaging: Developing Its Conceptualisation and Contextualisation.” Educational Research and Evaluation 18 (7): 655–670. doi:10.1080/13803611.2012.718490.
   Google Scholar
• Li, W. 2011. “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics 43 (5): 1222–1235. doi:10.1016/j.pragma.2010.07.035.
   Web of Science ®Google Scholar
• Li, W. 2018. “Translanguaging as a Practical Theory of Language.” Applied Linguistics 39 (1): 9–30. doi:10.1093/applin/amx039.
   Web of Science ®Google Scholar
• Li, W., and O. García. 2016. From Researching Translanguaging to Translanguaging Research. Switzerland: Springer International Publishing.
   Google Scholar
• Li, W., and W. Y. Ho. 2018. “Language Learning sans Frontiers: A Translanguaging View.” Annual Review of Applied Linguistics 38: 33–59. doi:10.1017/S0267190518000053.
   Web of Science ®Google Scholar
• Mann, S., and S. Walsh. 2017. Reflective Practice in English Language Teaching: Research-based Principles and Practices. New York and London: Routledge.
   Google Scholar
• Masaeed, K. A. 2020. “Translanguaging in L2 Arabic Study Abroad: Beyond Monolingual Practices in Institutional Talk.” The Modern Language Journal 20: 1–17.
   Google Scholar
• Mollaei, F., A. Taghinezhad, and F. Sadighi. 2017. “Teachers and Learners’ Perceptions of Applying Translation as a Method, Strategy, or Technique in an Iranian EFL Setting.” International Journal of Education and Literacy Studies 5 (2): 67–73. doi:10.7575/aiac.ijels.v.5n.2p.67.
   Google Scholar
• Park, Y. 2013. “The Roles of Third-turn Repeats in Two L2 Classroom Interactional Contexts.” Applied Linguistics 35 (2): 145–167. doi:10.1093/applin/amt006.
   Web of Science ®Google Scholar
• Payne, M. W., and J. P. Contreras. 2019. “Ecuadorian Students’ Perception on the Use of Translation in the EFL Classroom.” Studies in English Language and Education 6 (1): 61–70. doi:10.24815/siele.v6i1.12072.
   Google Scholar
• Phipps, A. M. 2004. Living in Translated Worlds in Modern Languages: Learning and Teaching in an Intercultural Field. London: SAGE Publications.
   Google Scholar
• Pomerantz, A. 1984. “Agreeing and Disagreeing with Assessments: Some Features of Preferred/dispreferred Turn Shaped”. In Structures of Social Action, edited by M. Atkinson and J. Heritage, 57–101. New York: Cambridge University Press.
   Google Scholar
• Psathas, G. 1995. Conversation Analysis: The Study of Talk-in-interaction. Vol. 35. London: Sage.
   Google Scholar
• Sacks, H., and E. A. Schegloff 1979. “Two Preferences in the Organization of Reference to Persons in Conversation and Their Interaction.” Everyday Language: Studies in Ethnomethodology, edited by G. Psathas, 14-21. New York: Irington Publishers
   Google Scholar
• Schegloff, E. A. 2007. Sequence Organization in Interaction: Volume 1: A Primer in Conversation Analysis. Vol. 1. Cambridge: Cambridge University Press.
   Google Scholar
• Schwartz, M., and N. Gorbatt. 2017. ““There Is No Need for Translation: She Understands”: Teachers’ Mediation Strategies in a Bilingual Preschool Classroom.” The Modern Language Journal 101 (1): 143–162. doi:10.1111/modl.12384.
   Web of Science ®Google Scholar
• Seedhouse, P. 2004. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell Pub.
   Google Scholar
• Sert, O. 2015. Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.
   Google Scholar
• Somuncu, D., and O. Sert. 2019. “EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus Ontask Instructions.” In Conversation Analytic Perspectives on English Language Learning, Teaching, and Testing in Global Contexts, edited by H. T. Nguyen and T. Malabarba. Bristol: 110–131. Multilingual Matters.
   Google Scholar
• Stivers, T. 2015. “Coding Social Interaction: A Heretical Approach in Conversation Analysis?” Research on Language and Social Interaction 48 (1): 1–19. doi:10.1080/08351813.2015.993837.
   Web of Science ®Google Scholar
• Tarplee, C. 1996. “Working on Young Children’s Utterances: Prosodic Aspects of Repetition during Picture Labelling.” Studies in Interactional Sociolinguistics 12: 406–435.
   Google Scholar
• ten Have, P. 1990. “Methodological Issues in Conversation Analysis.” Bulletin De Méthodologie Sociologique 27 (6): 23–51. doi:10.1177/075910639002700102.
   Google Scholar
• Üstünel, E., and P. Seedhouse. 2005. “Why That, in that Language, Right Now? Code‐switching and Pedagogical Focus.” International Journal of Applied Linguistics 15 (3): 302–325. doi:10.1111/j.1473-4192.2005.00093.x.
   Google Scholar
• Waer, H. H. E. 2012. “Why that Language, in that Context, Right Now?: The Use of the L1 in L2 Classroom Interaction in an Egyptian Setting.” PhD thesis. Newcastle University, UK, Newcastle upon Tyne.
   Google Scholar
• Wagner, J. 2018. “Multilingual and Multimodal Interactions.” Applied Linguistics 39 (1): 99–107. doi:10.1093/applin/amx058.
   Web of Science ®Google Scholar
• Walsh, S. 2002. “Construction or Obstruction: Teacher Talk and Learner Involvement in the EFL Classroom.” Language Teaching Research 6 (1): 3–23. doi:10.1191/1362168802lr095oa.
   Google Scholar
• Walsh, S. 2006. Investigating Classroom Discourse. London: Routledge.
   Google Scholar
• Walsh, S. 2011. Exploring Classroom Discourse: Language in Action. London: Routledge.
   Google Scholar
• Walsh, S. 2013. Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
   Google Scholar
• Walsh, S., and L. Li. 2013. “Conversations as Space for Learning.” International Journal of Applied Linguistics 23 (2): 247–266. doi:10.1111/ijal.12005.
   Google Scholar
• Walsh, S., and S. Mann. 2015. “Doing Reflective Practice: A Data-led Way Forward.” ELT Journal 69 (4): 351–362. doi:10.1093/elt/ccv018.
   Web of Science ®Google Scholar
• Wang, D. 2019. “Translanguaging in Chinese Foreign Language Classrooms: Students and Teachers’ Attitudes and Practices.” International Journal of Bilingual Education and Bilingualism 22 (2): 138–149. doi:10.1080/13670050.2016.1231773.
   Web of Science ®Google Scholar
• Wang, D. 2020. “Studying Chinese Language in Higher Education: The Translanguaging Reality through Learners’ Eyes.” System 95: 1–11. doi:10.1016/j.system.2020.102394.
   Web of Science ®Google Scholar
• Waring, H. Z. 2008. “Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities.” The Modern Language Journal 92 (4): 577–594. doi:10.1111/j.1540-4781.2008.00788.x.
   Web of Science ®Google Scholar
• Xiong, Z., and M. Lin. 2004. “Prosodic Features of Ah(啊) and Their Conversational Communicative Functions.” Contemporary Linguistics 2: 1–13.
   Google Scholar
• Zuo, M. 2019. “Code-Switching in EFL Teacher Talk at Chinese Universities: A Conversation Analytical Perspective.” PhD thesis. Newcastle University, Newcastle, UK.
   Google Scholar