Connecting Ideology and Awareness: Critical Multilingual Awareness in CLIL Contexts

Lindahl, Kristen

doi:10.1007/s42321-020-00053-3

Cited by 9 publications

(12 citation statements)

References 45 publications

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“…However, their practice was based on their experience which responds to the students' needs. This discrepancy between practice and ideology could be related to the impact of authority (Pace, 2003;Lindahl, 2020;Hillman, Graham & Eslami, 2019). Teachers are worried that adopting plurilingualism may lead to low pro ciency in English.…”

Section: Discussionmentioning

confidence: 99%

Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia

Alsaawi

2020

Journal of Language and Cultural Education

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The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the students’ linguistic repertoire, including the mother tongue, in the target language classroom boosts and fosters the students’ learning cycle is still encountering huge resistance, especially among second/foreign language teachers. To explore this dispute from the perspective of English as a foreign language (EFL) teachers in intermediate and secondary schools, a case study was conducted with 34 teachers in the Qassim region, Saudi Arabia, through questionnaires and a focus group interview. The study found that most teachers believe that the policy of using the target language (English) only is the most effective method of language learning. They employed the students’ mother tongue (Arabic) on an ad hoc basis to ensure complete comprehension, organize classroom tasks or convey personal remarks. In addition, the study revealed that teachers’ understanding of plurilingualism was unclear and limited to the verbal use of two languages, and that EFL teachers need more clarification on its application in the classroom.

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Section: Discussionmentioning

confidence: 99%

Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia

Alsaawi

2020

Journal of Language and Cultural Education

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“…A total of six articles reviewed had research purposes that did not reference translanguaging directly but discussed concepts of translingualism with English as the L2 as an outcome in their research (e.g., Eisenstein Ebsworth et al, 2018;Ali, 2020;Lindahl, 2020;Lindahl et al, 2020;Qiu & Fang, 2019;Schreiber, 2019). Holi Ali (2020) as well as Qiu and Fang (2019) carried out their studies in English Medium Instruction (EMI) university courses where students attend classes about a subject matter in English in order to learn content in addition to L2.…”

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

“…The former found out strategies used by Omani students to cope learning in EMI courses and the latter was about Chinese university students' perceptions of local and native English-speaking teachers' teaching practices in EMI courses with comparison of the two teacher groups' classroom practices. On the other hand, Critical Multilingual Language Awareness (CMLA) of teachers and pre-service teachers were analysed in studies by Lindahl (2020) and Lindahl et al (2020). Both studies analysed teachers' knowledge, sensitivity and appreciation towards learners' ability use of more than one languages with the motive of consolidating all languages learners acquired or are learning at the moment.…”

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

“…Two other articles from Macaro et al (2020) and Qiu & Fang (2019) carried out their research in different universities in China. The ten remaining research settings of the remainder reviewed articles (e.g., Akbar & Taqi, 2020;Amin et al, 2020;Eisenstein Ebsworth et al, 2018;Holi Ali, 2020;Im, 2020;Lindahl, 2020;Lindahl et al, 2020;Schreiber, 2019;Tsang & Lo, 2020;Turnbull, 2017) were from a college in Kuwait; universities in Pakistan; educational institutions in Puerto Rico; an Omani college; the Korean media; the western United States of America public school district; universities in Costa Rica, Dominican Republic and Mexico; a Sri Lankan university and a New York college; a language-enrichment course in Hong Kong; and, a university in New Zealand according to the articles cited in order. Hence, recent research about translanguaging pedagogy was not particularly concentrated in a geographical setting but all research revolved around the theme of translanguaging in the ESL teaching and learning context.…”

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

“…Wong and Yoong (2019) used the naturalistic approach as a qualitative research design in order to collect and analyse data qualitatively from seven ESL teachers with tertiary level education qualifications teaching in a Malaysian Chinese Independent Secondary School. A group of 53 elementary and secondary CLIL programme educators provided qualitative data for analysis through a qualitative survey research design deployed by Lindahl (2020). Similarly, 27 preservice North Texan teachers, 20 in-service New York teachers in the process of gaining Teaching English to Speakers of Other Languages certification and 9 pre-service South Texan English language teachers conducted a qualitative survey research with Lindahl et al (2020).…”

Section: Rq 3: Who Were the Research Participants Involved In The Research Designs And What Was The Nature Of Data Analysis In The Studiementioning

confidence: 99%

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Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

Ooi¹,

Aziz²

2021

IJARPED

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The effects of technological advancements, globalization and social progress has enabled researchers and teachers to rediscover and innovate methods of English Language Teaching (ELT) to English as a Second Language (ESL) learners worldwide where more non-native speakers of English who identified as bilinguals or multilinguals enroll in English language classes to develop essential skills for international communication. Yet, teachers in ESL education stand by standardized and classic ELT methodology to teach all types of learners with strong emphasis on English-only use in the classroom in hopes of producing competent users of the English language. This long standing point of view has continually ignored bilingual and multilingual learners' potentials of learning a target language (L2) more effectively by accessing all linguistic resources from their first language (L1) or other familiar languages as a unified system through the practice of translanguaging. Therefore, this systematic literature review paper intends to explore the extent of current researches on translanguaging as an ESL pedagogy or ELT then highlight the potentials, considerations and trends of teaching and learning ESL with translingualism. A total 14 empirical journal articles related to the teaching practice were analysed to find out patterns in relevant research aims or purposes, research settings, research participants' education and multilingual backgrounds, research designs and data analysis used and considerations for ESL translanguaging pedagogy. This paper serves as a guide for ESL educators and researchers on the current use of translanguaging for developing ESL skills productively as well as recommendations for future research.

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Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas

2021

Self Cite

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This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice Teacher Candidates (TCs) at a tertiary institution in the southwest region of the United States. To provide an example of preparing TCs to engage in LRI by helping them reflect upon ideological orientations, we operationalized LRI as a series of three reflective tasks-language portraits, ideology trees, and utterance analysis-designed to pose linguistic ideological dilemmas (LIDs) for participants. Findings from multimodal thematic analysis suggest that during the study, engaging in LRI afforded teacher candidates space to explore tensions surrounding broader ideologies in circulation (ideological infrastructures), as well as personal ideological orientations towards themselves, their future learners, and society. These tensions generated dilemmas that caused participants to engage in language and ethnicity gatekeeping in ways that revealed the impact of institutionalized ideological stances toward linguistically and ethnically diverse speakers. Implications include (1) potential ways for faculty and students interested in LRI implementation to interrogate sociopolitical dimensions of language use across disciplines, (2) better understanding of whether and what type of ideological clarity may emerge from LRI in tertiary classrooms, and (3) how LRI might contribute to the disruption of less nuanced approaches to serving linguistically diverse learners in higher education.

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Connecting Ideology and Awareness: Critical Multilingual Awareness in CLIL Contexts

Cited by 9 publications

References 45 publications

Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia

Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia

Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas

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