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

Bui, G; Tai, KWH; (2022) Revisiting functional adequacy and task-based language teaching in the GBA: insights from translanguaging. Asian-Pacific Journal of Second and Foreign Language Education , 7 , Article 40. 10.1186/s40862-022-00160-7. Green open access

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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.

Type: Article
Title: Revisiting functional adequacy and task-based language teaching in the GBA: insights from translanguaging
Open access status: An open access version is available from UCL Discovery
DOI: 10.1186/s40862-022-00160-7
Publisher version: https://doi.org/10.1186/s40862-022-00160-7
Language: English
Additional information: This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Keywords: TBLT, Translanguaging, Functional adequacy, Task performance, Pragmatic competence, L2 assessment, Foreign language education policy, Cross-cultural communicative competence
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10158166
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