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Jae-hyun Im
This paper explores three English radio shows in Korea through the lens of translingual practice. Analyzing linguistic and cultural features employed by the English radio program teachers, this study highlights local English education programs’ translingual practices used to facilitate Korean audiences’ learning. The research findings reveal five patterns: positioning themselves as world Englishes speakers to envoice their translingual and transcultural awareness, shuttling between languages to recontextualize their teaching to be learner-friendly, utilizing code-meshing as an interactional strategy to incorporate the Korean learners’ existing knowledge base, and doing entextualization through monitoring linguistic and cultural repertoires according to their specific teaching context. These patterns embrace an identity-meshing strategy to enact teachers’ translingual identity. Based on the findings, suggestions are made for future English educators who teach English as a foreign language and are primarily involved in educational settings. Teachers can perform translingual practice by gaining an understanding of the target language and culture, becoming adept at localized English, being aware of institutional roles and restrictions, and cultivating a translingual mind.
