This book presents new research on Chinese as a Second Language
(CSL) teaching from an ethnographic classroom study on classroom
translanguaging practices that highlights the policy and
pedagogical implications of adopting a creative and principled
multilingual approach. Drawing on a case study from Hong Kong, it
analyses naturally observed language patterns in CSL classrooms and
the attitudes of students and teachers towards prescribed classroom
language policies, and thereby demonstrates the importance of
mixing Chinese, English and students' home languages to achieve
successful second language learning. It discusses the nature and
guiding principles for classroom translanguaging research and
provides research tools that will enable second language teachers
to examine their own language practices. The author argues
persuasively that second language teaching practices and policies
must reflect the current reality of language use and the diverse
learning needs of multilingual students. This book will appeal to
teacher educators and researchers in fields such as second language
acquisition, foreign language teaching and language policy.
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