Classroom Strategies through Translanguaging for Multilingualism Students

Nursanti, Rachmi Retno

doi:10.22219/englie.v2i1.14653

Cited by 6 publications

(7 citation statements)

References 15 publications

(21 reference statements)

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“…It follows that translanguaging is an indispensable tool to facilitate meaning-making and enhance knowledge acquisition while maintaining students' engagement and reducing anxiety. These findings concurred with the findings of many studies (Caruso, 2018;Ahn et al, 2018;Lang, 2019;Cenoz, 2022;Nursanti, 2021;Elashhab, 2020) pointing out the role of translanguaging in raising students' engagement in the class, reducing their anxiety toward learning the English language, and promoting the process of meaning-making to reach an ultimate and deeper comprehension of content. Moreover, Alwaznah (2022) stated that translanguaging is sometimes necessary to explain some terms as they are difficult to understand through an explanation in English alone.…”

Section: ‫ﺍﻟﻀﺮﺏ‬ ‫ﻧﻮﺯﻉ‬ ‫ﺍﻟ‬ ‫ﻋﻠﻰ‬ ‫ﺠ‬ ‫ﻤﻊ‬supporting

confidence: 90%

“…In tertiary education, the literature on translanguaging in teaching is also new and still limited. Most of the studies have tackled the English language as the lingua franca that is learned beside different first languages, i.e., in China (Zhou et al, 2021;Pun, 2021), Indonesia (Nursanti, 2021), Europe, and America (Caruso, 2018;Galante, 2020). Yuan & Yang's (2020) case study, contextualized in China, explored using translanguaging in the EMI classroom for teacher education.…”

Section: Translanguaging As An Educational Practicementioning

confidence: 99%

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Translanguaging in the Saudi EMI Classroom: When University Instructors Talk

Aldaghri

2023

ELT

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The past few decades have witnessed a growing interest in using English as a Medium of Instruction (EMI), especially in higher education. Although the English language has rapidly shifted from being taught as a foreign language to becoming a medium of instruction, empirical research in this area is still limited in the context of the Middle East and North Africa (MENA), especially in Saudi Arabia. Therefore, the present case study explores translanguaging in the EMI classroom. The study used semi-structured interviews to investigate teachers’ perceptions and practices regarding translanguaging, the rationale behind such practices, and the pedagogical effect of implementing translanguaging practices. The data was collected from five university professors majoring in medicine, physics, electrical engineering, and computer science using purposive sampling. It was analyzed using thematic qualitative analysis. The findings show that the participants generally have a positive attitude toward translanguaging, as it was triggered by students’ limited language proficiency and the contextual and psychological situation of the students in the classroom. The results also indicate that it facilitates content comprehension and aids in raising student engagement and reducing language anxiety. Consequently, adopting translanguaging strategies in EMI classrooms with caution is recommended to provide a wealth of advantages and chances for students’ linguistic growth, engagement, and academic success. Professional development programs and assessments of students’ needs are necessary to ensure the prudent use of translanguaging in class and improve EMI classrooms.

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Section: ‫ﺍﻟﻀﺮﺏ‬ ‫ﻧﻮﺯﻉ‬ ‫ﺍﻟ‬ ‫ﻋﻠﻰ‬ ‫ﺠ‬ ‫ﻤﻊ‬supporting

confidence: 90%

Section: Translanguaging As An Educational Practicementioning

confidence: 99%

Translanguaging in the Saudi EMI Classroom: When University Instructors Talk

Aldaghri

2023

ELT

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“…Some research has also discussed the crosslinguistic pedagogy from Indonesian students' point of views (e.g. Nursanti, 2021). To promote multilingual practices as a pedagogical tool, however, there needs to be a deliberate action to challenge the pressure of deeply-rooted beliefs about language learning and teaching.…”

Section: Contextualising the Present Studymentioning

confidence: 99%

Towards Multilingual Education: Pre-Service English Teachers’ Perceptions of Translanguaging Pedagogy

Santoso

Hamied

2022

kolita

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Recent research has shown a paradigm shift towards the rise of translanguaging pedagogy as opposed to the so-called monolingual principles. Translanguaging pedagogy in educational contexts refers to the utilisation of all the linguistic and semiotic resources of students to foster learning. This crosslinguistic approach, thus, challenges language separation and softens the boundaries between languages. Translanguaging is also seen as a transformative pedagogy as it empowers multilinguals to embrace their whole repertoires. This present study involved the pre-service English as a Foreign Language (EFL) teachers in an Indonesian private university taking the English language teaching programme designed to prepare them to be future English teachers. This research aimed to investigate their perceptions of translanguaging pedagogy in order to promote reflections in pre-service English teachers regarding their own views of English language teaching. Six pre-service English teachers were invited to participate in a group interview to shed light on future teachers’ reflective stance regarding the potential use of translanguaging pedagogy. The research results demonstrated that the participants held the maximal position, which put a strong emphasis on maximising the use of English. They, however, expressed their interests in the implementation of translanguaging pedagogy in their own classrooms, but solely for a scaffold to learn rather than seeing it as opportunities to create a safe space for students to legitimate their multilingual dynamic practices.

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“…Second, Bu Mirna's decision to finally explain the word "queue" using its Indonesian translation "ngantri" indicates the use of translanguaging in a certain level of difficulty of certain material that would not be easily understood if the teacher only used the target language. Moreover, the translanguaging strategy is sometimes used to ensure that students know the meanings of vocabulary in the target language, making their vocabulary increased (Nursanti, 2021).…”

Section: Example 1 By Pak Trionomentioning

confidence: 99%

“…Despite the growing number of research (e.g. : Khairunnisa & Lukmana 2020;Nursanti, 2021;Afriadi, 2021;Rasman 2018) focusing on translanguaging in English language classrooms, this issue emerging in the pesantren school setting in which students are multilingual and more exposed to other languages, particularly Arabic language due to its domination in the socio-cultural and educational environment of pesantren, remains underexplored, making the present study relevant to fill in the gap. To this end, this study aimed to explore teachers' attitudes toward translanguaging and how the translanguaging strategies are used in the context of English language learning in pesantren schools.…”

Section: Introductionmentioning

confidence: 99%

Translanguaging Pedagogy in ELT Practices: Experiences of Teachers in Indonesian Pesantren-based Schools

Madkur

Friska²,

Lisnawati³

2022

veles

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Despite the prevalence of English-only instruction in foreign language classrooms, many affirm the use of diverse linguistic repertoires particularly in linguistically-diverse society contexts where multilingual learners tend to naturally function their linguistic repertoires at daily basis (Canagarajah, 2011). This study aimed to explore teachers’ attitude toward the translanguaging approach in English language teaching (ELT) practices in pesantren schools and how it is used in the learning process. Six-phase thematic analysis was used as its qualitative research method and data were generated via in-depth semi-structured interviews to English teachers in pesantren-based schools in Lampung province. The findings showed that teachers had positive attitude toward translanguaging, as it allows them to take benefits of students’ languages other than English in English classroom. They found translanguaging helpful to explain, elaborate, and reinforce the meaning of learning materials as well as to motivate students and to create enjoyable learning atmosphere. In addition, the accommodation of knowledge or skills of other languages serves as a way to integrate the local and contextual values and culture of pesantren schools into English classroom. Some practical pedagogical implications for are discussed.

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Classroom Strategies through Translanguaging for Multilingualism Students

Cited by 6 publications

References 15 publications

Translanguaging in the Saudi EMI Classroom: When University Instructors Talk

Translanguaging in the Saudi EMI Classroom: When University Instructors Talk

Towards Multilingual Education: Pre-Service English Teachers’ Perceptions of Translanguaging Pedagogy

Translanguaging Pedagogy in ELT Practices: Experiences of Teachers in Indonesian Pesantren-based Schools

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