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The “Weaponization” of Corpus Linguistics: Testing Heller’s Linguistic Claims
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In: Brigham Young University Journal of Public Law (2019)
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An Introduction to Complex Systems: Making Sense of a Changing World
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In: Faculty Books (2019)
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The effects of socio-biographical background, acculturation, and personality on Persian immigrants' swearing behaviour
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Phonological acquisition and development in Arabic-English bilingual children
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Aptitude, experience and second language pronunciation proficiency development in classroom settings: a longitudinal study
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Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters
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Exploring the relationship between productive vocabulary knowledge and second language oral ability
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To what extent does long-term foreign language education help improve spoken second language lexical proficiency?
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Investigating sound and structure in concert: a pupillometry study of relative clause attachment
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The relationship between bi/multilingualism, nativeness, proficiency and multimodal emotion recognition ability
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Translanguaging and embodied teaching and learning: lessons from a multilingual karate club in London
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Abstract:
The purpose of this article is to explore the role of embodied repertories in teaching and learning in a multi-ethnic karate club in East London and its implications for language teaching and learning. We do so through the lens of translanguaging and apply the concept of translanguaging space where diverse semiotic systems are integrated and orchestrated. Through a close examination of how teaching and learning takes place in the karate club, we argue that embodied repertories are central to interactions and pedagogy. The coach manages and instructs the class through orchestration of embodied repertories and verbal instructions. Learning Japanese karate terms becomes part of embodied performance, repeated, copied and polished along with drilling of physical moves, whilst the other available linguistic repertories, Polish and English, become languages of discipline, explanation, elaboration or reinforcement. Such translanguaging practices serve the purpose of the karate club envisaged by the coach and become an effective way of communication amongst the participants from diverse linguistic backgrounds. The notion of translanguaging, in particular, the idea of orchestration, helps to highlight the multiplexity of resources in embodied teaching and learning and overcomes the monolingual and the lingual biases.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/27326/1/Translanguaging%20and%20embodied%20teaching%20and%20learning%20lessons%20from%20a%20multilingual%20karate%20club%20in%20London.pdf https://eprints.bbk.ac.uk/id/eprint/27326/ https://doi.org/10.1080/13670050.2019.1599811
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The relationship between English proficiency and humour appreciation among English L1 users and Chinese L2 users of English
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Multilingualism and trait emotional intelligence: an exploratory investigation
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How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?
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Scrutinizing the effects of the 4/3/2 activity: repetition, increasing time pressure, accuracy enhancement and cognitive individual differences
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Creating a counter-space: Tahrir Square as a platform for linguistic creativity and political dissent
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Domestic work = language work? Language and gender ideologies in the marketing of multilingual domestic workers in London
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