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Translanguaging Genre Pedagogy: Implications for Teaching Business Communication in the Greater Bay Area

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Title: Translanguaging Genre Pedagogy: Implications for Teaching Business Communication in the Greater Bay Area
Language: English
Authors: Wen, Zhisheng (ORCID 0000-0001-9041-6920), Zhang, Lawrence Jun (ORCID 0000-0003-1025-1746), Kong, Hao, Han, Lili
Source: Asian-Pacific Journal of Second and Foreign Language Education. 2022 7.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Translation, Literary Genres, Teaching Methods, Business Communication, Writing Instruction, Curriculum Design, Foreign Countries
Geographic Terms: China
DOI: 10.1186/s40862-022-00161-6
ISSN: 2363-5169
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1347365
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Wen%2C+Zhisheng%22">Wen, Zhisheng</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9041-6920">0000-0001-9041-6920</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Lawrence+Jun%22">Zhang, Lawrence Jun</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1025-1746">0000-0003-1025-1746</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kong%2C+Hao%22">Kong, Hao</searchLink><br /><searchLink fieldCode="AR" term="%22Han%2C+Lili%22">Han, Lili</searchLink>
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  Data: 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.
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