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Global Englishes and translanguaging in textbook design and curriculum development for universities in the Greater Bay Area of China

Asian-Pacific Journal of Second and Foreign Language Education, 2022-12, Vol.7 (1), p.1-16, Article 35 [Peer Reviewed Journal]

The Author(s) 2022 ;The Author(s) 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2363-5169 ;EISSN: 2363-5169 ;DOI: 10.1186/s40862-022-00162-5

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Title:
Global Englishes and translanguaging in textbook design and curriculum development for universities in the Greater Bay Area of China
Author: Fang, Fan ; Yuan, Limin ; Xu, Hongchen ; Wang, Xueyi
Subjects: Applied Linguistics ; Asian Culture ; Case Studies ; Chinese languages ; Code Switching (Language) ; College students ; Content Analysis ; Cultural Awareness ; Cultural differences ; Cultural identity ; Cultural Pluralism ; Culture ; Curriculum Development ; Diversity ; Education ; Educational Change ; English (Second Language) ; English as a second language instruction ; English as an international language ; Foreign Countries ; Global Englishes ; Higher education ; Intercultural awareness ; Intercultural Communication ; Language Attitudes ; Language Education ; Language planning ; Language policy ; Language textbooks ; Language Variation ; Local culture ; Multiculturalism & pluralism ; Multilingualism ; Second Language Instruction ; Second Language Learning ; Self Concept ; Student Attitudes ; Teaching and Teacher Education ; Teaching Methods ; TESOL ; Textbook design ; Textbook Preparation ; Textbooks ; Translanguaging ; Translanguaging Language Policy Planning in the Greater Bay Area of China and Beyond (GBA LPP) ; Undergraduate Students ; World Englishes
Is Part Of: Asian-Pacific Journal of Second and Foreign Language Education, 2022-12, Vol.7 (1), p.1-16, Article 35
Description: The development of English as a global language has urged the field of Teaching English to Speakers of Other Languages (TESOL) to implement some reforms in relation to textbook design and curriculum development as well as the approaches to and goals of English language teaching (ELT). From the multilingual perspective, Global Englishes (GE) and translanguaging have both challenged the traditional native-oriented goal of ELT. Based on the level of language policy planning in the multilingual Greater Bay Area of China, this paper addresses the need to incorporate GE and translanguaging into textbook design and curriculum development. Referring to Byram’s framework of cultural content in textbooks, and to the GE proposal of exposure of multilingualism/multiculturalism and respect of diverse culture and identity in ELT, the paper further reports a case study to analyse the cultural content of the textbook, Speaking Critically: Intercultural Conversation . The paper also explores university students’ attitudes towards the integration of Chinese local culture into textbooks. The paper ends by addressing some challenges associated with translating GE and translanguaging into textbook design and curriculum development, and it provides further implications of such a proposal.
Publisher: Berlin/Heidelberg: Springer Berlin Heidelberg
Language: English
Identifier: ISSN: 2363-5169
EISSN: 2363-5169
DOI: 10.1186/s40862-022-00162-5
Source: Open Access: DOAJ Directory of Open Access Journals
Education Resources Information Center (ERIC)
SpringerOpen
AUTh Library subscriptions: ProQuest Central

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Global Englishes and translanguaging in textbook design and curriculum development for universities in the Greater Bay Area of China

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