期刊：Asian-Pacific Journal of Second and Foreign Language Education

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期刊简介

Asian-Pacific Journal of Second and Foreign Language Education（《亚太二语与外语教育学刊》）创刊于2015年，由西南大学外国语学院文旭教授担任主编，Springer Nature出版的开放获取期刊。本刊融理论研究与应用研究为一体，倡导对二语习得、应用语言学及外语教育等领域进行多学科、跨学科、超学科的研究。以“促进二语习得和外语教育研究，交流外语教育教学经验，搭建教研成果交流平台”为宗旨，努力为国内外广大语言习得和外语教育研究者提供更多学术交流的机会，全面展示国内外语言习得和外语教育的最新研究成果和学术动态。

本刊欢迎以下领域的理论性、实证性和应用性论文：应用语言学、外语教育研究、二语习得、二语教学、课程与大纲设计、语言规划、语言政策及大数据在外语教育中的应用等。

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本刊邀请来自国际顶尖高校和研究机构的37位具有国际影响力的资深学者组成编委会，涵盖18个不同国家，33所国内外高校与机构，实行同行专家匿名审稿制，并邀请国内外二语习得和外语教育领域内的知名专家担任审稿人。本刊目前已被ESCI、Scopus等数据库收录。

热忱欢迎广大专家学者关注本刊，同时“Emotional Vulnerability of Language Teachers in Digital Settings”专题正在火热征稿中，欢迎赐稿！

ISSN: 2363-5169 (electronic) 

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 “港粤澳地区语言政策及规划的超语实践研究视角”专刊Translanguaging Language Policy Planning in the Greater Bay Area of China and Beyond (GBA LPP)由澳门理工大学温植胜副教授担任客座主编，伦敦大学教育学院院长李嵬教授撰写前言。该专刊主要探讨粤港澳大湾区语言教育政策，自9月2日上线起至今，阅读量累计近4000次，其中由香港恒生大学贝晓越博士与香港大学的戴维轩所写的文章首次从超语实践视角探讨任务型教学，根据Altmetric监测的数据显示，其热度已跻身进入全球同一时间内的19多万篇同类文章的前18%！所有文章均可全文免费下载阅读。

1. Foreword: translanguaging LPP 

Li Wei

Abstract 

For me, language policy and planning (LPP) is both a field of practical enquiry and a field of theoretical enquiry. As a practical field, LPP is about actions; actions that are taken by various agents and agencies on the structure, use and acquisition of language. As a theoretical field, LPP critically assesses these actions and further our understanding of why individuals and society decide to take certain actions at certain times in certain ways with regard to language structure, language use and language acquisition. Ultimately, this will help to further our understanding of society. Crucially, LPP as a theoretical field of enquiry needs to raise critical questions about the actions, rather than simply describing and documenting what the actions are. In doing so, LPP studies need to adopt specific theoretical stances. In the present case, the theoretical perspective that the contributors to this special issue have adopted is that of Translanguaging. I am grateful to the editors of the special issue for their invitation to write this short foreword to introduce and contextualise the special issue. I want to do so by highlighting what I think the potential contributions of Translanguaging as an analytical concept are to the studies of LPP, with reference to the Greater Bay Are of China that I would describe as an emerging and evolving Translanguaging Space.

Keywords: Genre pedagogy, Translanguaging pedagogy, Discourse community, 

Greater Bay Area (GBA), Business communication, Multicompetence, Complex dynamic systems theory (CDST)

link.springer.com/article/10.1186/s40862-022-00166-1 

2. Rethinking language policy and planning in the Greater Bay Area of China: insights from translanguaging theory 

Zhisheng (Edward) Wen, Lili Han, Guangwei Hu and Mark Feng Teng

Abstract：

This special issue sets out to revisit major bilingual and multilingual education policy and planning issues in key cities across the dynamic Greater Bay Area (GBA) of China (including Guangdong, Hong Kong, and Macau), as informed by the emerging insights from translanguaging theory (Li in Appl Linguist 39(1):9–30, 2018). Specifically, contributions are invited from the GBA and beyond to trace the milestone developments of relevant language policy and planning (LPP) initiatives featuring governmental policies on the language of instruction (e.g., English as Medium of Instruction, Chinese as Medium of Instruction) and the daily use of multiple linguistic resources or repertoires (e.g., language learner's L1 or mother tongue) in foreign/second language classrooms and/or in content-based classroom instruction. As such, major papers in the special issue not only set out to provide historical and analytical reviews of these related LPP issues across Hong Kong, Macau, and Guangdong Province but also reflect upon the language use and behaviors of the residents, showcasing their identity and attitudes and ideological stance toward the multiple languages that are being taught or used in daily life. Toward the end, we outline our research agendas for future endeavors in broader domains in the GBA and beyond through the translanguaging analytical tools. Overall, our position is that the GBA presents itself as an evolving, complex, and superdiverse zone of “Translanguaging Spaces” within which key LPP issues may need to be reconceptualized and implemented in such a way so as to fully reflect the dynamic and fluid multilingual, multicultural, and multisemiotic lived reality of the residents in this megapolis region.

Keywords: Language policy and planning (LPP), Translanguaging, The Greater Bay 

Area (GBA), Medium of instruction, Translanguaging spaces

link.springer.com/article/10.1186/s40862-022-00167-0

3. Trilingual and biliterate language education policy in Hong Kong: past, present and future 

David C. S. Li

Abstract：

Hong Kong’s ‘trilingual and biliterate’ language policy (TaB, 三語兩文) is almost as old as the special administrative region (SAR) itself. Through free education and language support measures in school, students are expected to be conversant in English and Putonghua in addition to Cantonese, and be able to read and understand written Chinese and English. After being implemented for over two decades, however, there are signs that most students’ language standards in Chinese and English fall short of the TaB target, as measured by the public examination results of successive generations of secondary school leavers. Designed with essentially Cantonese-dominant Hongkongers in mind, the TaB policy consists of many measures, with the ‘medium of instruction streaming policy’ introduced since September 1998 being the most controversial. Driven by the twin principles of monolingual English-medium instruction (EMI) and ‘no language mixing allowed’, secondary schools are divided into two streams. Stringent requirements must be met before a school could claim to be an EMI school. According to this ‘late immersion’ model for students aged 11–12 at secondary level, every year about 30 percent of the primary school leavers are allocated to an EMI school. Following Li (Multilingual Hong Kong: languages, literacies and identities. Springer, Cham, 2017), this paper will first discuss why the TaB target is such a tall order for Cantonese-dominant students by reviewing the relevant literature along five inter-related dimensions: contrastive linguistics, psycholinguistics, sociolinguistics, cognitive neuroscience, and instructional strategies and bilingual pedagogies. I will then examine the SAR government’s language support measures to assess their effectiveness and explore possible alternatives. The paper will end with a number of recommendations, which together constitute an LPP (language policy and planning) roadmap for improving the chance with which the TaB policy is likely to produce more positive outcomes. (i) To re-prioritize the investment and extent of language support by strengthening the quality of language input at the key stages of learning from age 3–9, which in curriculum terms correspond with K1–P3; (ii) To use Cantonese as the medium of instruction for teaching all subjects except English and Putonghua as separate subjects at preschool (K1–K3, age 3–6); (iii) To explore the possibility of implementing total immersion in Putonghua for three years at lower primary level (P1–P3, age 6–9); (iv) To abandon the ‘maximum exposure, no mixing’ dogma in secondary education and to encourage basic and action research in bilingual pedagogies and instructional strategies informed by Content-and-language integrated learning (CLIL); (v) To attract academically bright and linguistically gifted students to receive professional training and be prepared and committed for a career in language teaching; and (vi) To encourage civil servants of various government offices, schoolteachers, and university staff to initiate a ‘speak English/Putonghua where we can’ campaign. For these policy measures to be successfully implemented and bear fruit, apart from careful planning, there ought to be strong leadership from within the government and the education sector, plus mechanisms for coordinating concerted actions on the part of various groups of stakeholders, notably teachers, school principals, educationalists, and experts of language teaching and learning in academia.

Keywords: Language-in-education policy, Biliteracy and trilingualism, Translanguaging, Medium of instruction (MOI), Early immersion, Bilingual teaching 

strategies, Content-and-language integrated learning (CLIL), Language across the 

curriculum (LAC)

link.springer.com/article/10.1186/s40862-022-00168-z

4. Revisiting functional adequacy and task-based language teaching in the GBA: insights from translanguaging 

Gavin Bui1 and Kevin W. H. Tai

Abstract：

Research and practice in task-based language teaching (TBLT) as a cognitively oriented second language (L2) pedagogy have grown substantially over the last three decades. A concurrent development in language education that thrives along the sociocultural paradigm, translanguaging, is also gaining great traction due to its potential in helping to form a holistic communicative repertoire among L2 learners. Despite their different theoretical underpinnings and ideological perspectives, TBLT and translanguaging share many common grounds that are worth exploring. This article argues that translanguaging offers a practical tool for improving L2 task-based performance, especially functional adequacy. Adopting translanguaging in TBLT would be beneficial for learners with a common first language background such as Chinese but lower affect as well as limited lexical and morpho-syntactic knowledge. Implications for L2 or foreign language education policies in the Great Bay Area of China and the implementation of translanguaging in the pre-, during-, and post-task phrases in a TBLT classroom in the region are discussed.

Keywords: TBLT, Translanguaging, Functional adequacy, Task performance, Pragmatic competence, L2 assessment, Foreign language education policy, Cross-cultural communicative competence

link.springer.com/article/10.1186/s40862-022-00160-7

5. Translanguaging and multilingual society of Macau: past, present and future 

Johnny F. I. Lam and Wai In Ieong

Abstract

This paper aims to explore the development and evolution of multilingual languages in Macau over the past 400 years, as well as the relationship and interaction of these languages with Macau society. The complex relationship between translation and society in multilingual societies is also discussed. By doing so, this study attempts to fill the current research gap by investigating the formation and evolution of multilingualism in a multicultural context from a historical perspective. To understand the evolving changes in Macau’s languages and the relationship with society at large, this paper provides a review of the evolution of the multilingual society in Macau from a historical perspective while analyzing the features of Macau's multiple languages in different historical periods and revealing the influence of multilingualism on Macau’s development. This review argues that there are three stages in the formation of a multilingual society and culture in Macau: Chinese as the predominant language in Macau (ancient times-1553), the early introduction of foreign languages and the official status of Portuguese languages in Macau (1553–1987), and Chinese, Portuguese, and English as the three mainstream languages in Macau (1987-present). Through a review of the past for insights into the formation of the multilingual society in Macau, the paper sheds light on the long history of Macau’s Chinese and Portuguese cultures and their main linguistic influence on Macau’s society and culture. Findings reveal that Macau could utilize its Portuguese characteristics and play an influential role in world communications, bridging the gap between China and Portuguese-speaking countries.

Keywords: Multilingualism, Translanguaging, Multilingual society, Language politics, Macau

link.springer.com/article/10.1186/s40862-022-00169-y

6. Remapping the translation policies in China: contributions from Macau

Lili Han and Nan Yang

Abstract

Translation policy, although an essential topic in the domain of language policy, has been understudied in China. Macau, as the earliest encounter point between the western and oriental cultures in Modern China, has been undeservingly neglected in this aspect, although its translation activities have never been interrupted since the Ming Dynasty. As such, this article sets out to trace the development of the translation policy in Macau (from its establishment to its handover to China in 1999). In particular, we will focus on tracing the historical evolution and development of the translation policy in Macau in the time span of over 400 years since the Portuguese establishment in 1557. The purpose is to cast a critical eye on its experiences in translation policymaking, using examples from official regulations, existing studies, and bibliometric data. We reconceptualize translation policy to entail the aspects of translation management, translation practices, and beliefs. Overall, the translation policy of Macau contributes to remapping the translation policy of China as important footnotes to the fuller picture of several essential historical periods.

Keywords: Translation policy, Translation management, Practices, Beliefs, Macau

link.springer.com/article/10.1186/s40862-022-00163-4

7. Translanguaging practices of Macau junior-one students in a remedial class 

Brian Hok-Shing Chan and Chris Ion-Pang Chou

Abstract

This qualitative study analyzes the use of translanguaging in co-learning activities involving four junior-one students in an English remedial class. The school advocates a policy of English immersion in the regular English class, although students may have difficulty understanding the teachers and interacting with them during the classes. In the remedial class, however, the policy is not strictly enforced, and, hence, students can leverage semiotic resources from their linguistic repertoires without restriction. All four learners constantly engage in translanguaging in interactive, co-learning activities, drawing upon semiotic resources from not only different languages (i.e., English, Cantonese, Japanese, Mandarin) but also non-academic registers (i.e., trendy expressions, internet slang) and non-verbal modes (e.g., body gestures, facial expression). In this particular context, the major purpose of translanguaging is to enable the subjects to take up multiple roles (i.e., as a peer and as a ‘little teacher’) and enact different relationships with classmates/groupmates (i.e., peer-peer and teacher-student) in the class (i.e., Excerpts 1 and 2). In the case of a low achiever, translanguaging allows him to actively seek help from the other ‘little teachers’; moreover, his use of Japanese, in which he takes pride, serves as a face-saving strategy. The preference for particular expressions (e.g., internet slang, trendy expressions, Japanese) reflects the students’ hobbies, personal experiences and cultural preferences, thus building their individual image and identity in relation to the teacher and other students.

Keywords: Translanguaging, Macau, Separate bi/multilingualism, Co-learning, Remedial class

link.springer.com/article/10.1186/s40862-022-00164-3

8. An overview of the “Protecting Cantonese Movement” in Guangzhou (2010–2021) 

Yaling Li , Yeqin Kang, Dan Ding and Nianqing Zhang

Abstract

A decade ago, an online survey resulted in the “Protecting Cantonese Movement” (PCM) in Guangzhou, Guangdong Province, China, around which some articles were produced. Based on the bibliometric analysis of data retrieved from the China National Knowledge Infrastructure (CNKI), the Web of Science, and Google Scholar keyword searches during 2010 and 2021, this paper reviews the PCM literature to summarize its major features and general trends. It reveals that the published journals or newspaper articles focus on interpretating PCM, analyzing its causes from sociocultural, sociolinguistic, socioeconomic and media environmental perspectives, and proposing countermeasures and suggestions at political, ideological and sociolinguistic environmental levels. It concludes that PCM is of far-reaching significance to the continuous research ranging from Cantonese preserving, promotion of Mandarin, language planning, language policy, and language conflict to language ecology.

Keywords: The “Protecting Cantonese Movement” (PCM), Language maintenance, 

Sociocultural context, Sociolinguistic context, Media environment, Guangzhou

link.springer.com/article/10.1186/s40862-022-00165-2

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

Fan Fang, Limin Yuan , Hongchen Xu and Xueyi Wang

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.

Keywords: Curriculum development, Global Englishes, Intercultural awareness, Local culture, Translanguaging, Textbook design

link.springer.com/article/10.1186/s40862-022-00162-5

10. Translanguaging pedagogy in tutor’s oral corrective feedback on chinese EFL learners’ argumentative writing 

Yibei Wang and Danli Li 

Abstract

Translanguaging pedagogy has widely attracted interests from studies of second or foreign language teaching. Corrective feedback has long been recognized for its value on improving second language learning outcomes. However, limited attention has been given to the potential influence of translanguaging in the process of corrective feedback on learners’ second language writing performance, especially the influence of oral corrective feedback. This paper aims at exploring the effects of translanguaging in tutors’ oral corrective feedback (OCF) on Chinese EFL learners’ argumentative writing in six-week writing tutorials. 12 first-year Chinese college students and a Chinese tutor of English participated in the study at a university in Central China. The findings showed positive effects of translanguaging in OCF on Chinese EFL students’ argumentative writing performance. It attempts to make some contributions to EFL writing instruction. Teachers can alter their monolingual medium of English only to adapt to students’ needs, focus on students’ language practices, and create a language education ecological environment through translanguaging pedagogy.

Keywords: Chinese EFL learners, Argumentative writing, Oral corrective feedback, 

Translanguaging pedagogy

link.springer.com/article/10.1186/s40862-022-00170-5

11. Translanguaging genre pedagogy: implications for teaching business communication in the Greater Bay Area 

Zhisheng (Edward) Wen, Lawrence Jun Zhang, Hao Kong and Lili Han

Abstract

The present paper discusses how insights from translanguaging theory and pedagogy can help inform and promote genre pedagogy for teaching business communication courses such as writing and translation. To this end, the first part traces and reviews the developments of genre theory and pedagogy in tandem with translanguaging theory and pedagogy, thus teasing out their similarities and differences in historical roots, core premises, theoretical frameworks, and research methodologies. In light of these integrated accounts, the second part of the paper proposes a genre-based pedagogical framework augmented with key tenets and general principles of translanguaging pedagogy to design and implement task activities and classroom practice in teaching business communication courses in the Greater Bay Area (GBA). The paper then outlines perceivable advantages and potential challenges to the application of this translanguaging-informed genre-based pedagogical approach in curriculum design and professional training practice in superdiverse megapolis regions such as the GBA.

Keywords: Genre pedagogy, Translanguaging pedagogy, Discourse community, 

Greater Bay Area (GBA), Business communication, Multicompetence, Complex dynamic systems theory (CDST)

link.springer.com/article/10.1186/s40862-022-00161-6

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