评分标准
论文要求， 2500字不含references
以下是根据往届评分总结的要求：
Clear and precise response to why the topic is relevant and important? (文献)
Conduct comparative analysis of both theories and empirical studies to explicitly elaborate on relations between code-switching and translanguaging.
讨论二者的异同，为何及如何从code-switching发展到translanguaging，为什么translanguaging在social interaction中更重要，这种发展和变化对于英语教学（语言方面和文化交流方面）有什么启示。
Discuss at both micro level (深入分析5个empirical studies里method for data collection/analysis..findings..limitations..implications) and macro level (使用table/figure/diagram横向对比，参考我发的80/100 sample1里的表格, 如下图).
需要引用5+个theories, 5+个empirical studies
Showcase wide range of references, demonstrating concrete understanding, critical justification of both pros and cons of the theories and empirical studies.
Well-structured essay, well-balanced paragraphs, clear line of reasoning
Good introduction and conclusion.
Academic and articulate conventions, accurate and easy to follow, as transparent as possible to avoid ambiguity
code-switching和tranlanguaging讨论的背景可以是英语课堂上，也可以是日常生活中，或者两方面都涉猎
必用的文献(1-9)和参考(10-23)：可以把论文向英语课堂，跨文化交流靠
Intercultural Communication Building a Global Community（第2/3章）
Jane Jackson 2020 Routledge Book-20250219 （第1/5章）
intercultural-and-transcultural-awareness-in-language-teaching (区分intercultural/transcultural communication)
Multimodal Conversation Analysis and Interpretative Phenomenological Analysis A Methodological Framework for Researching... (对code-switching和translanguaging区分)
Translanguaging and embodied teaching and learning- lessons from a multilingual karate club in London (Zhu Hua有很多关于translanguaging 和multilingual的empirical studies, https://profiles.ucl.ac.uk/88076-hua-zhu )
Translanguaging in performance or performance in translanguaging（Zhu hua）
Tai, K. W. H. and Li, W. (2021). The Affordances of iPad for Constructing a Technology-Mediated Space in Hong Kong English Medium Instruction Secondary Classrooms: A Translanguaging View.Language Teaching Research. Epub ahead of Print. (Kevin, Tai 也有很多translanguaging 相关的empirical studies https://xs.typicalgame.com/citations?view_op=list_works&hl=zh-CN&hl=zh-CN&user=ccl-JNIAAAAJ )
Tai, K. W. H., Li, W. (2020). Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English medium instruction mathematics classes. System, 95, 1–32.
Tai, K. W. H. and Li, W. (2021). Constructing Playful Talk through Translanguaging in the English Medium Instruction Mathematics Classrooms. Applied Linguistics, 42(4), 607–640.
Translanguaging: refer to the deliberate switches of languages for receptive or productive use (Williams, 1994).
Translanguaging: deployment of a speaker’s full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named languages (Garcia, 2009).
Translanguaging reminds us of the fact that different named languages e.g. English, Cantonese, French, are a ‘socio-political categorization rather than a description of psycholinguistic reality’ (Otheguy et al. 2019: 22).
Translanguaging: Transcending boundaries---Translanguaging: deployment of a speaker’s full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named languages (Garcia, 2009).
Li Wei (2011, 2018): Translanguaging as a process of knowledge construction which involves going beyond different linguistic structures and systems (i.e. not only different languages and dialects, but also styles, registers and other variations in language use) and different modalities (e.g. switching between speaking and writing, or coordinating gestures, body movements, facial expressions, visual images).
The act of translanguaging is seen as transformative in nature as it creates a social
space for multilinguals “by bringing together different dimensions of their personal
history, experience and environment; their attitudes, belief, and ideology; their cognitive and physical capacity, into one coordinated and meaningful performance”
(Li Wei, 2011: 1223). → “Translanguaging Space
Reconceptualising language as a multilingual, multimodal, multisensory and multisemiotic system of meaning-making resource (Li Wei, 2018; 2021).
Translanguaging (transcending the boundaries of named languages) is about equity
and social justice (Li Wei, 2018; Tai, 2021). It can also transform the way we see language learning/education.
Language learning entails “learning beyond the boundaries of named languages
and beyond the divides between linguistic, paralinguistic, and non-linguistic means
of communication, that is, translanguaging”. (Zhu Hua et al., 2020).
All individuals （including monolingual people） have the ability to engage in multilingual interactions because even those who have no words from any languages except their L1 have access to different varieties, registers and styles (Rymes, 2014; Otheguy et al., 2015).
The translanguaging perspective encourages us to consider multilingualism as a single language system instead of two or more separate linguistic systems.
Modularity of Mind hypothesis (Fodor, 1983): Human mind consists of a series of
innate neural structures, or modules, which are encapsulated with distinctive information and for distinct functions. Language is but one module of the human mind.
The fact that linguistic features that are drawn from two or more languages does
not mean that there are separate language systems in the human mind (Sabourin, 2014; Thierry, 2016).
Translanguaging versus Code-Switching? 需要文献讨论
Code-switching perceives each language as a separate linguistic system and code
switching analysis typically starts with the identification of different linguistic codes
during discursive exchanges.
It then follows either a structural or functional analysis in order to understand the
process of integrating various grammatical systems into a coherent unit and the
functions of shifting from one language to another at a specific point of
communicative episode.
Translanguaging challenges this notion of boundaries between different named
languages, linguistic varieties and other communicative means (eg., body language, eye contact, image, sound,...).
