Empowering Language Education: Integrating Translanguaging, Multimodality, and Dialogic Teaching in Chinese Private Universities

Abstract

Background and aims: This study delves into the dynamic landscape of language education in Chinese private universities, specifically focusing on the application of translanguaging, multimodality, and dialogic teaching to enhance students' literacy development. With English literacy holding paramount importance in the globalized era, junior students in China’s private universities encounter distinct challenges and opportunities. This research investigates the constraints that hinder their literacy competence, examines the efficacy of translanguaging and dialogic pedagogy in bolstering literacy skills, and explores students’ perceptions of their literacy competence and experiences with translanguaging practices. Materials and methods: The study’s significance lies in its potential to shape educational practices and curriculum design within China’s private university context. By harnessing the power of translanguaging, multimodality, and dialogic teaching, this research strives to offer innovative approaches to bolster students’ English literacy proficiency. Results: The findings unravel the intricate interplay between linguistic strategies, instructional techniques, and students’ perceptions, thereby contributing to the creation of effective pedagogical interventions in English literacy education. Conclusion: This research project aims to bridge the gap between theoretical frameworks and practical applications, culminating in actionable insights that resonate with the challenges and aspirations of junior students in Chinese private universities. Through an intricate exploration of language education paradigms, this study ultimately strives to equip students with the linguistic competence and confidence required to thrive in an increasingly interconnected and diverse global society.