Term
Summer 2020
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Julia Reimer
Secondary Advisor/Reader One
Celia Martin Mejia
Peer-Reviewer/Reader Two
Elisa Rivas
Abstract
The purpose of this paper was to outline a new translingual model of post-secondary EFL curriculum for Chinese-speaking English language learners. The curricular guide presents a content-integrated literature syllabus aimed at building competence in both communicative and critical-creative domains. A translingual coursework, which may involve code-switching, translanguaging, translation in language teaching (TILT), and World Englishes contact literature, is argued to uniquely benefit Chinese-speaking EFL learners on the road toward English and higher-order thinking competence. The curriculum utilizes the Tang-era poetry of Du Fu, and the modern prose of Ha Jin as content for lessons on the English article system, phrasal verbs, and critical thinking.
Keywords
post-secondary EFL curriculum, Chinese-speaking English language learners.
Recommended Citation
Clayton, Croix, "A Content-Integrated Translingual Literature Curriculum for Chinese-Speaking University-Level EFL Learners" (2020). School of Education and Leadership Student Capstone Theses and Dissertations. 4502.
https://digitalcommons.hamline.edu/hse_all/4502
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University