Translanguaging and trans-semiotising in a public relations writing course: Exploring heteroglossic co-becoming in a higher education institute in Hong Kong

Phoebe SIU, Pedro DOS SANTOS, Mei Yi Angel LIN

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

In this chapter, Phoebe Siu, Pedro dos Santos, and Angel Lin investigate current theories in language and bilingual education that view learning as a dynamic process of meaning-making in which participants draw from their available semiotic resources to engage in classroom tasks, negotiate meanings, and establish their identities. The authors argue that such an approach is a good way to examine English as a Medium of Instruction (EMI) classrooms. In Hong Kong, where post-secondary institutions have offered EMI to comply with the language policies and the view of English as the language of internationalisation, such theories can provide fruitful insights into EMI classrooms. As Siu, dos Santos, and Lin show, EMI classrooms are configured as spaces where the monoglossic and monologic desire added to the pressure for the exclusive use of English for completing assessment and learning tasks in academic registers and genres confront students’ frequent use of their home languages. Copyright © 2024 selection and editorial matter, Mark E. King and Paul J. Thibault; individual chapters, the contributors.

Original languageEnglish
Title of host publicationLearning as interactivity, movement, growth and becoming, volume 1: Ecologies of learning in higher education
EditorsMark E. KING, Paul J. THIBAULT
Place of PublicationAbingdon, Oxon
PublisherRoutledge
Pages83-105
ISBN (Electronic)9781003148050
ISBN (Print)9780367707965, 9780367707958
DOIs
Publication statusPublished - 2024

Citation

Siu, P., dos Santos, P., & Lin, A. M. Y. (2024). Translanguaging and trans-semiotising in a public relations writing course: Exploring heteroglossic co-becoming in a higher education institute in Hong Kong. In M. E. King & P. J. Thibault (Eds.), Learning as interactivity, movement, growth and becoming, volume 1: Ecologies of learning in higher education (pp. 83-105). Routledge. https://doi.org/10.4324/9781003148050-4

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