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

Abstract

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.

Translanguaging Practices and Recontextualizing Learning Material: A Corpus-Based Study of Global Chinese Language Textbooks Used in Sri Lanka

“…While recognizing that global textbooks cannot realistically be adapted to suit every linguistic and socio-cultural context, the production of localized textbooks is identified as a workable countermeasure. However, as clearly stated by (Fang et al, 2022) incorporating translanguaging into textbooks is a challenging task in the Asian context where top-down language policies are still dominant. The present study discusses developing textbooks to suit translanguaging practices in teaching Chinese as a foreign language in Sri Lanka from three perspectives to ameliorate the issues in global textbooks raised in the data analysis.…”

“…It could be inferred from the literature presented above that global textbooks laden with political, ideological, and commercial purposes could be less promising toward a translanguaging pedagogy. Based on empirical data from a case study in China, Fang et al (2022) emphasize the importance of incorporating different cultural content in textbook design and curriculum development to suit translanguaging. A more serious issue is that global textbooks are least capable of sponsoring a classroom atmosphere that could employ the native language repertoire of the learners since they only include translations in the popular lingua franca.…”

Lexical Translanguaging in Textbook Preparation for Education in the Gamo Language of Ethiopia

“…Many research works confirm that translanguaging is a widely used strategy across the world in classrooms teaching (Zhou 2021), educational material preparation (Fang et al 2022) and in spoken and written communications of students and teachers (Schwarzl and Vetter 2019), outside the classroom contexts like in business communication, in Karate classes (Zhu et al 2020) and in translation works (Sato 2017) to name but a few of the contexts. In the classroom context, Cole (2019, p. 244) describes dynamic translanguaging strategies in a lesson designed in English and Spanish for Spanish speaking students in the US.…”

Research on the reform path of soccer special class for physical education majors in colleges and universities under the vision of intelligent sports

“…Physical education majors in colleges and universities must reform the teaching of soccer courses and optimize the education model as a way to further improve the quality of teaching, which is also required by the relevant national documents [22]. It is necessary to change the traditional teaching ideology, which is mainly based on technical teaching so that students can experience the fun of sports and improve their physical practice ability while mastering motor skills and performing physical exercise so that it can effectively stimulate students' interest in learning and promote the overall improvement of their athletic ability [23][24][25]. To provide each student with the opportunity to develop and release their potential and talent, and in the process, develop an interest and hobby in soccer [26].…”