[lg policy] Translanguaging in self-access language advising: Informing language policy

[Harold Schiffman]

Translanguaging in self-access language advising: Informing language
policy (Talk T8)

Presenters: John Adamson and Naoki Fujimoto-Adamson, University of
Niigata Prefecture, Japan

This presentation investigates talk between language advisors and
students in a university self access learning center in Japan and how
it informs language policy in the center. Its initial ‘English-only’
language policy has shifted to one in which “translanguaging” (Creese
& Blackledge, 2010, p. 105) between Japanese and English now
predominates in advisory sessions. Qualitative data from advisory
sessions, mentor interviews and student questionnaires reveal that
translanguaging encourages “local, pragmatic coping tactics” (Lin,
2005, p. 46) and that the mentors’ strategic code-switching presents
them as plurilingual “near peer role models” (Murphey, 1996) among
students. Despite these positive findings, data also reveals that some
students want mentors to enforce monolingual language rules, and
others may feel “guilt” (Setati et al, 2002, p.147) when using
Japanese. Conclusions imply that the translanguaging of self-access
center advisory sessions is helping to create a valid alternative to
the ‘English only’ policy commonly seen in classrooms.

http://advising2011.wordpress.com/2011/10/09/translanguaging-in-self-access-language-advising-informing-language-policy-talk-t8/

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