Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
Celia Martin Mejia
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.
post-secondary EFL curriculum, Chinese-speaking English language learners.
Clayton, Croix, "A CONTENT-INTEGRATED TRANSLINGUAL LITERATURE CURRICULUM FOR CHINESE-SPEAKING UNIVERSITY-LEVEL EFL LEARNERS" (2020). School of Education Student Capstone Theses and Dissertations. 4502.
School of Education Student Capstone Theses and Dissertations