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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 12:1 (2024) ► pp.25–48

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“Fingers which mean นิ้ว นิ้วแบบนิ้วมือ”

Pre-service EFL teachers’ translanguaging beliefs and practices in Thai language-driven CLIL classrooms

ORCiD logo with link | Mahasarakham University
 | University of Waikato
 | University of Waikato
Published online: 15 September 2023
DOI logo with link
https://doi.org/10.1075/jicb.23008.tac
Abstract
This article explores pre-service teachers’ L1 use in Thai Content and Language Integrated Learning (CLIL) secondary classrooms through the translanguaging frame, which emphasises the use of the whole linguistic and semiotic repertoire in the classroom to make meaning and construct new knowledge. Teachers may choose to make deliberate use of learners’ linguistic repertoires in classroom activities to enhance understanding and develop learners’ communicative abilities beyond narrowly defined language codes. We investigate how pre-service English as a Foreign Language (EFL) teachers employed a translanguaging approach to model tasks and provide definitions of key terms. We explore the teachers’ beliefs concerning L1 use, drawing attention to the apparent tension between teachers’ practices and beliefs. The findings indicate that the teachers utilised translanguaging in different modes, including modeling tasks and translating L2 terms, to address students’ comprehension problems. However, the teachers expressed mixed beliefs concerning how and when L1 should be used.
บทคัดย่อ
การวิจัยครั้งนี้ได้ศึกษาการใช้ภาษาที่หนึ่งหรือภาษาแม่ของนิสิตครูสอนภาษาอังกฤษในฐานะภาษาต่างประเทศในการจัดการเรียนการสอนแบบบูรณาการเนื้อหาและภาษา (Content and Language Integrated Learning: CLIL) ระดับมัธยมศึกษาในประเทศไทย โดยมีจุดประสงค์เพื่อ (1) ศึกษาการใช้แนวทางการเชื่อมโอนภาษา (Translanguaging approach) ของนิสิตครูภาษาอังกฤษในฐานะภาษาต่างประเทศเพื่อแสดงและอธิบายการทำกิจกรรมการเรียนรู้และอธิบายคำศัพท์เฉพาะด้าน (2) เพื่อศึกษาความเชื่อของครูเกี่ยวกับการใช้ภาษาแม่ ซึ่งผู้วิจัยได้เก็บข้อมูลจากนิสิตสาขาภาษาอังกฤษ ชั้นปีที่ 5 ที่กำลังปฏิบัติการฝึกประสบการณ์วิชาชีพ ณ โรงเรียนมัธยมศึกษา จำนวน 6 คน โดยใช้เครื่องมือวิจัย คือ การสังเกตชั้นเรียน (Classroom observations) และการสัมภาษณ์แบบระลึกข้อมูล (Stimulated recall interviews) ผลการวิจัยแสดงให้เห็นว่านิสิตครูใช้แนวทางการเชื่อมโอนภาษาในลักษณะต่าง ๆ รวมไปถึงการใช้การเชื่อมโอนภาษาเพื่อแสดงและอธิบายการทำกิจกรรมการเรียนรู้ให้นักเรียนดูเป็นตัวอย่างและเพื่อแปลคำศัพท์เฉพาะจากภาษาอังกฤษเป็นภาษาที่หนึ่งเพื่อแก้ปัญหาด้านความเข้าใจของนักเรียน อย่างไรก็ตามผลการวิจับพบว่านิสิตครูมีความเชื่อที่หลากหลายเกี่ยวกับความเหมาะสมของการใช้การเชื่อมโอนภาษาในการจัดการเรียนการสอนแบบบูรณาการเนื้อหาและภาษา
Article outline
  • 1.Introduction
  • 2.The role of L1 in CLIL
  • 3.Teachers’ beliefs regarding the use of L1 in CLIL
  • 4.Methodology
  • 5.Findings
    • 5.1Modeling tasks
    • 5.2Translation of subject-specific terms or concepts into L1
  • 6.Discussion
    • 6.1The roles of translanguaging in language-driven CLIL lesson delivery
    • 6.2Tensions between teachers’ practice and beliefs
  • 7.Conclusion and implications
  • References
References (41)
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