No abstract

Since 2001, Chinese-English Bilingual Education has been officially promoted in many universities in mainland China. It has, however, recently been criticised for not only failing to improve students' English proficiency, but also impeding subject knowledge learning. Drawing on ethnographic data collected through classroom observations, interviews and fieldwork notes, this study examines the practices of bilingual education in an undergraduate Business Management Programme in one university. The study reveals that translanguaging is a prominent phenomenon in almost all subject courses in the programme. The translanguaging practices can be largely grouped into four categories: bilingual label quest, simultaneous code-mixing, cross-language recapping, and dual-language substantiation. The study further identifies supportiveness and freedom of context as two major forces that spurred the practices of translanguaging in the programme. The study concludes by arguing that an ideological reorientation towards flexible bilingualism is emerging in such BE contexts, which might be a favorable move away from the monolingual stereotype manifested in the traditional teaching-English-as-a-foreign-language and content-subject courses that envision English-medium instruction. A translanguaging perspective might give the current practices of BE due recognition.

This study explores how promotion is realized in applied linguistics (AL) research article introductions (RAIs). We focus on one promotional strategy, claiming centrality, and examine what appeals and linguistic devices applied linguists (ALs) employ and how they employ them in RAIs to achieve positive evaluation of the significance of the topic or the research area. Fifty-one RAIs from three top-tier journals in AL were selected for a corpusbased study. Qualitative analysis of the texts revealed four major types of appeals, that is, appeals to salience, magnitude, topicality, and problematicity of the topic in either the research world or the real world, which ALs made in varied ways. Linguistic devices realizing these appeals were also analyzed with the tool of appraisal. Quantitative analysis further unveiled ALs' frequent use of appeals, their reliance on indirect over direct approaches to promotion, and their preferred patterns in appeal deployment. The pervasion of promotional elements is interpreted as indicative of academic marketization and as discipline-specific, and the indirect way of promotion is viewed as indicating a compromise between the need for promotion and the need to maintain objectivity.