Abstract:Inner Circle contexts, and especially Inner Circle academic contexts guided by ideologies of monolingualism, can frequently be spaces that are hostile to 'different,' non-Inner Circle varieties of English. Meanwhile, recent research in translingualism demonstrates how individuals can produce spaces that are conducive to linguistic plurality. This paper analyzes how speakers of a non-Inner Circle variety of English are able to use linguistic and spatial repertoires to transform an Inner Circle academic space in… Show more
“…I'm so happy.” And I was like, “Nanu, where did you learn to speak English?” And she said, “At Pre‐K.” (Bridget, recorded conversation, August 2020)Through accompanying her granddaughter and other young children in the class everyday, Nanu benefited directly from the opportunity for informal language learning. She developed English listening and speaking skills—simple yet important skills—by creating a translingual space (Du et al, 2020) of English and Bangla in the classroom.…”
Section: Creating Place and Voice For Parents To Grow And Use Their P...mentioning
ur comprehensive program of research focused on the systematic engagement of parents in their children's teaching and learning. While effective teachers, instruction, and curricula are crucial, research demonstrates that the dominant influence on students' achievement and success in school is factors outside of school (Altonji & Mansfield, 2011;Kraft, 2017;Nye et al., 2004). Desforges and Abouchaar (2003) stated that the impact of parent engagement for primary students is much bigger than differences associated with the quality of schools. Our research questions were, thus, as follows: (1) How does the authentic and meaningful engagement of parents and family members in their children's education and schooling enhance academic achievement and other educational outcomes for students, while simultaneously addressing learning and social outcomes for parents and families? (2) What partnerships, school, staff, and community development strategies, and schooling policy and practice changes are needed to develop a successful prototype to systematically engage parents in teaching and learning?Edgeview School 1 , the school in Western Canada in which the research was conducted, is a Prekindergarten to Grade 8 school of approximately 230 students, one third of whom are majority Canadian, one third who are newcomer students, and one third who are Indigenous. The neighborhood profile provided by the city depicts the community as a lower socioeconomic community with adult literacy rates that are lower than the city's average and with challenges of unemployment and underemployment.The focus of this paper is solely on one stream of the research in which we attended to the engagement of parents and family members who were refugees or immigrants, new to Canada and the Canadian school system, and for whom English was an additional language. Interested in addressing the unique learning and social needs of these particular parents and family members, we sought new ways to give newcomer parents who are often marginalized on school landscapes a place and a voice. As affirmed by the National Centre for Families Learning (2014), "engaging more than one generation in learning together positively impacts the entire family and, in turn, the larger community" (p. 1). When parents are engaged in schools in ways that address their learning needs, employment levels, and knowledge as parents, as well as their children's learning and well-being, both school and home contexts are strengthened (Brown, 2007;Hong, 2011). Potential is created to have a much greater and long-lasting impact on students' educational outcomes as well as to achieve positive effects for parents and families.
MethodologyThe methodology we used in this research is narrative inquiry. In narrative inquiry, lived experience is honored as a source of valuable insight and knowledge through the study of human lives (Clandinin, 2013). In documenting,
VIEWPOINT
“…I'm so happy.” And I was like, “Nanu, where did you learn to speak English?” And she said, “At Pre‐K.” (Bridget, recorded conversation, August 2020)Through accompanying her granddaughter and other young children in the class everyday, Nanu benefited directly from the opportunity for informal language learning. She developed English listening and speaking skills—simple yet important skills—by creating a translingual space (Du et al, 2020) of English and Bangla in the classroom.…”
Section: Creating Place and Voice For Parents To Grow And Use Their P...mentioning
ur comprehensive program of research focused on the systematic engagement of parents in their children's teaching and learning. While effective teachers, instruction, and curricula are crucial, research demonstrates that the dominant influence on students' achievement and success in school is factors outside of school (Altonji & Mansfield, 2011;Kraft, 2017;Nye et al., 2004). Desforges and Abouchaar (2003) stated that the impact of parent engagement for primary students is much bigger than differences associated with the quality of schools. Our research questions were, thus, as follows: (1) How does the authentic and meaningful engagement of parents and family members in their children's education and schooling enhance academic achievement and other educational outcomes for students, while simultaneously addressing learning and social outcomes for parents and families? (2) What partnerships, school, staff, and community development strategies, and schooling policy and practice changes are needed to develop a successful prototype to systematically engage parents in teaching and learning?Edgeview School 1 , the school in Western Canada in which the research was conducted, is a Prekindergarten to Grade 8 school of approximately 230 students, one third of whom are majority Canadian, one third who are newcomer students, and one third who are Indigenous. The neighborhood profile provided by the city depicts the community as a lower socioeconomic community with adult literacy rates that are lower than the city's average and with challenges of unemployment and underemployment.The focus of this paper is solely on one stream of the research in which we attended to the engagement of parents and family members who were refugees or immigrants, new to Canada and the Canadian school system, and for whom English was an additional language. Interested in addressing the unique learning and social needs of these particular parents and family members, we sought new ways to give newcomer parents who are often marginalized on school landscapes a place and a voice. As affirmed by the National Centre for Families Learning (2014), "engaging more than one generation in learning together positively impacts the entire family and, in turn, the larger community" (p. 1). When parents are engaged in schools in ways that address their learning needs, employment levels, and knowledge as parents, as well as their children's learning and well-being, both school and home contexts are strengthened (Brown, 2007;Hong, 2011). Potential is created to have a much greater and long-lasting impact on students' educational outcomes as well as to achieve positive effects for parents and families.
MethodologyThe methodology we used in this research is narrative inquiry. In narrative inquiry, lived experience is honored as a source of valuable insight and knowledge through the study of human lives (Clandinin, 2013). In documenting,
VIEWPOINT
“…China English has been acknowledged and discussed by some scholars. For example, Eaves (2011) discussed the extensive use of English in China’s bilingual public signs, believing that “[w]ith so many learners there, it stands to reason that a variety of English peculiar to China would eventually develop, and there is much evidence to suggest that it has already begun.” Bolton and Graddol (2012) pointed out that there were about 400 million English learners in China in 2010, and “[t]he current popularity of English in China is unprecedented, and has been fueled by the recent political and social development of Chinese society.” Botha (2014) discussed the use of English in China’s universities which is “dramatically altering the linguistic nature of students’ educational as well as their personal lives”; Yiyang (2019) argued that it is necessary to use the term “China English” instead of the “pejoratively perceived ‘Chinese English’ or ‘Chinglish’,” holding the view that “’China English’ as a legitimate variety does exist”; Du et al (2020) examined the Chinese graduate students’ use of China English in the United States to “transform an Inner Circle academic space into one in which different varieties of English can be an effective communicative resource.”…”
During the COVID-19 outbreak, the China Academy of Translation translated and officially released five groups of Key Words to Understand China: The Fight Against COVID-19 for daily precautions, policy publicity, and information dissemination. Based on the translations and relevant data from Chinese and English media, this study makes a tentative analysis of the linguistic, ideological, and cultural features of English used in the translations. The findings are that China English is outstanding with respect to translating some Chinese-specific words and expressions in the translations, which generally results from the method of literal rendering. It is suggested that literal translation and transliteration can be used more frequently in English texts related to big events in order to strengthen the Chinese characteristics of China English as a major variety of world Englishes.
In an era where migration across borders is increasingly the norm, how are our understandings of language and the
ways we talk about language being reimagined along the way? This article examines this question by attending to the shifting
metadiscourses of “Chinglish,” a colloquialism referring to Chinese-English hybridizations. Chinglish, originally used to describe
an incompetent interlanguage, has come to be invoked as a means of establishing “China English” as a legitimate world English
variety, or more recently even as an innovative form of translingual practice. This article presents Chinglish as a form of
“border languaging,” which enables us to take stock of the shifting meanings of Chinglish in relation to the linguistic “border”
between English and Chinese upon which such metadiscursive framings hinge, and how the shifting orientations to such linguistic
borders invite new ways of conceptualizing Chinglish and historically marginalized language practices more generally.
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