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Educ. Sci. 2017, 7(1), 26;

Sàng khôn as A Theorizing Tool in Mobility Education

School of Education, University of South Australia, St. Bernards Road, Magill, SA 5072, Australia
Academic Editor: Michael Singh
Received: 3 November 2016 / Revised: 25 January 2017 / Accepted: 25 January 2017 / Published: 8 February 2017
Full-Text   |   PDF [267 KB, uploaded 9 February 2017]


The current virtual and physical mobility of humans, ideas, knowledge and epistemologies has major implications for education, especially in settings where English is seen as the default medium of instruction. While diversity is inherent in mobility, English-only pedagogy is a denial of the richness and potential of diverse resources learners bring with them through their mobility. This paper reports a philosophical stance and pedagogical practices employed by a lecturer in English language education at an Australian university. It argues that students’ full linguistic resources and epistemologies, known as sàng khôn, contribute to their agency and can be used as tools to theorise new knowledge in the context of their mobility education. View Full-Text
Keywords: sàng khôn; translanguaging; multilingual resources; bi-/multi-lingual education; English as a medium of instruction (EMI) sàng khôn; translanguaging; multilingual resources; bi-/multi-lingual education; English as a medium of instruction (EMI)
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

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Doan, N.B. Sàng khôn as A Theorizing Tool in Mobility Education. Educ. Sci. 2017, 7, 26.

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