Bilingual teachers’ translanguaging practices and ideologies in online classrooms in Saudi Arabia

Alasmari, Muhammad; Qasem, Fawaz; Ahmed, Rashad; Alrayes, Muhammad

doi:10.1016/j.heliyon.2022.e10537

Cited by 11 publications

(8 citation statements)

References 41 publications

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“…Whether it is used at the word, phrase, or sentence levels, the implementation of translanguaging in both secondary and tertiary education contexts is to facilitate learners' understanding of the target language. This is parallel to the findings from several studies (Alasmari et al, 2022;Berlianti and Pradita, 2021;Fang and Liu, 2020;Rabbidge, 2019) in which translanguaging is claimed to help ESL learners understand the English vocabulary used by the language instructors, be it in their lesson delivery or the materials used.…”

Section: Teachers' Use Of Translanguaging As An Explanatory Strategysupporting

confidence: 77%

“…Hence, research on translanguaging in various aspects is relevant to discover findings and reveal more knowledge on this developing notion. In addition, several studies have been conducted to investigate translanguaging in ESL classrooms (Akbar & Taqi, 2020;Alasmari et al, 2022;Ali Tubayqi & Ahmed Al Tale, 2022;Al Tale & AlQahtani, 2022;Alzabidi & Al-Ahda, 2022;Berlianti & Pradita, 2021;Fang & Liu, 2020;Khairunnisa & Lukmana, 2020;Yasar Yuzlumm & Dikilitas, 2022;Portolés & Martí, 2017;Rabbidge, 2019). Nevertheless, these studies have only focused on either preschool, primary, secondary, or tertiary education levels separately, never combined.…”

Section: Problem Statementmentioning

confidence: 99%

“…On the other hand, the instructors hold different attitudes and apply different practices of translanguaging, yet still generally acknowledge the ability of the approach in helping the mastery of lesson contents in terms of aiding students' understanding, establishing rapport among the students and teacher, and produce more successful learning for low-proficiency learners. Similarly, Alasmari et al (2022) conducted a study involving teachers from Saudi Arabian universities to investigate their practices and views on translanguaging during online ESL/EFL lessons and the dynamic features of this approach. The findings show that the respondents largely have positive perceptions on translanguaging especially due to the ability of translanguaging in facilitating the comprehension of complicated vocabularies as well as inside and outside classroom interactions among the learners.…”

Section: Past Studies On Translanguagingmentioning

confidence: 99%

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Comparison of Translanguaging Practices and Ideologies in Secondary and Tertiary ESL Settings in Malaysia: Teachers' Perspective

2023

HEOS

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Prior studies on translanguaging have only focused on either preschool, primary, secondary, or tertiary education levels separately. There is very little research that compares the use of translanguaging across two or more educational levels. To address this paucity, this preliminary study is carried out to explore and compare translanguaging practices and ideologies in Malaysian tertiary and secondary education settings. The study investigated (a) teachers' practices of translanguaging in secondary and tertiary ESL classrooms; and (b) their perspectives on translanguaging in these two different contexts. The pilot study employed a qualitative approach in which two participants consisting of a teacher from a secondary school and a teacher from a public university in Malaysia were interviewed in semi-structured interview sessions. The data were then thematically analysed using Romanowski's (2019) translanguaging strategy framework. Three additional sub-strategies were discovered from the findings and hence added to the framework for analysis. Results show that teachers from both educational settings use translanguaging in all three categories of translanguaging strategies proposed by Romanowski (2019), namely the explanatory, managerial, and interpersonal strategies. Nevertheless, there are differences in the usage of the substrategies under each category in secondary and tertiary ESL classrooms. Besides that, while translanguaging is generally accepted as an effective pedagogical tool, to some degree, teachers are still restricted by the monolingual approach in ESL classrooms. The study recommends that teachers in different educational contexts should select the most appropriate translanguaging strategies for their learners and be mindful with their implementation.

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Section: Teachers' Use Of Translanguaging As An Explanatory Strategysupporting

confidence: 77%

Section: Problem Statementmentioning

confidence: 99%

Section: Past Studies On Translanguagingmentioning

confidence: 99%

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Comparison of Translanguaging Practices and Ideologies in Secondary and Tertiary ESL Settings in Malaysia: Teachers' Perspective

2023

HEOS

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“…Hence, the research underscored the significance of international students inside Qatar's educational framework, a pivotal factor in the country's pursuit of sustainable development goals (Mohamed et al, 2022). Alasmari's (2023) research also emphasised education management adaptation by describing the difficulties international students at Al-Imam Mohammad Ibn Saud Islamic University (IMSIU) in Riyadh faced adjusting to university life in Saudi Arabia. This qualitative research used a social adaption framework to examine challenges encountered by international students in Saudi Arabia.…”

Section: International Student Educational Management Adaptationmentioning

confidence: 99%

“…In 2019, over six million international students were engaged in higher education abroad. It is forecasted to be around eight million by the end of 2025 (Alasmari, 2023). Malay et al (2023) defined international students as individuals who leave one culture for another for some time, are frequently anxious about the shifting conditions, and must overcome language barriers, clear disparities in culture, unaccustomed social norms, nostalgia, and a failure to establish social networks (Malay et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Adaptation in Educational Management for International Students in Hosting Countries: An Overview of Gulf Countries

Al-Horr

2023

Am. J. Interdiscip. Res. Innov.

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This in-depth analysis examined the dynamics of international education and its management in Gulf Cooperation Council (GCC) nations, with a particular emphasis on Saudi Arabia, Qatar, and the United Arab Emirates (UAE). The research review highlighted the growing significance of attracting international students to GCC countries as part of their educational expansion and economic diversification strategies. This review has underlined the complex interaction between higher education institutions, international students, and the broader societal and economic contexts within the GCC region by analysing 17 selected papers published between 2016 and 2023. The review used a rigorous search strategy and criteria for inclusion and exclusion to identify relevant studies. The research review results show that despite the GCC countries’ large expenditures in higher education infrastructure, there are still issues with linguistic obstacles, cultural adaption, and a desire for academic help for international students. Furthermore, the review stressed the significance of tailored assistance systems and strategies for international students, growth for faculty, and enhanced interactions with others to promote their successful adaptation and retention.

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Translanguaging in Multilingual Local and Global Spaces: Summary and Conclusion

Canilao,

De Los Reyes

2023

Translanguaging for Empowerment and Equity

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Bilingual teachers’ translanguaging practices and ideologies in online classrooms in Saudi Arabia

Cited by 11 publications

References 41 publications

Comparison of Translanguaging Practices and Ideologies in Secondary and Tertiary ESL Settings in Malaysia: Teachers' Perspective

Comparison of Translanguaging Practices and Ideologies in Secondary and Tertiary ESL Settings in Malaysia: Teachers' Perspective

Adaptation in Educational Management for International Students in Hosting Countries: An Overview of Gulf Countries

Translanguaging in Multilingual Local and Global Spaces: Summary and Conclusion

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