Abstract
This chapter discusses the nature and guiding principles of classroom translanguaging research and invites readers to critically re-examine some of the key concepts in second language teaching and learning based on the findings of the ethnographic classroom research. This chapter suggests that second language teachers should keep an open mind to new ideas for conceptualising second language teaching. CSL teachers and teacher educators working with multilingual learners should challenge the existing terms they regard as common sense and update their professional knowledge to liberate classroom language practices from the constraints in which it has been held by monolingual ideologies. The study finds that it is particularly important to revisit the following four concepts: code-switching, medium of instruction, native speaker and English as a lingua franca.
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Wang, D. (2019). Researching Classroom Translanguaging. In: Multilingualism and Translanguaging in Chinese Language Classrooms. Palgrave Studies in Teaching and Learning Chinese. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-02529-8_5
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