English-Plus Multilingualism as the New Linguistic Capital? Implications of University Students’ Attitudes Towards Languages of Instruction in a Multilingual Environment

Klapwijk, Nanda; Walt, Christa van der

doi:10.1080/15348458.2015.1137475

Cited by 22 publications

(7 citation statements)

References 15 publications

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“…However, once language proficiency in English is satisfactorily attained, the students are then transitioned into mainstream classrooms where their monolingual peers have been educated (Sayer, 2013). Even if native language education is maintained, it is often of a poor quality due to a lack of quality learning materials in local languages and/or a discrepancy between the home languages of students and teachers (Klapwijk & Van der Walt, 2016). The result can be feelings of inferiority or unfairly and unnecessarily emphasizing the new language over their home one.…”

Section: Translanguaging In the Classroommentioning

confidence: 99%

Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom

Rivera

Mazak²

2017

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Translanguaging in the classroom is gaining traction as a viable pedagogical choice. Often overlooked, though, are the students' attitudes in response to strategic classroom translanguaging. This study seeks to determine whether students' language attitudes influence their perceptions of an instructor's translingual pedagogy. The study took place in an undergraduate psychology classroom at the University of Puerto Rico, Mayagüez, and involved a case-study approach and analysis of survey results. The results show this particular group of students has a neutral to positive outlook on classroom translanguaging. The high number of neutral responses may mean students are indifferent to translingual pedagogy or that these students are conditioned to work within a context where code switching and translanguaging happen frequently.Key words: Language attitudes, translanguaging, translingual pedagogy.El uso del translenguaje como alternativa viable en el salón de clases está cada día siendo más aceptado. Sin embargo, las actitudes de los estudiantes hacia el translenguaje no han sido investigadas. El presente artículo busca determinar si la implementación pedagógica del translenguaje influye en las actitudes de los estudiantes. Este estudio tuvo lugar en un curso de psicología de la Universidad de Puerto Rico en Mayagüez usando la metodología de estudio de caso y análisis de cuestionarios. Los resultados muestran que se mantiene una postura neutral o positiva respecto al translenguaje que ocurre en el aula. La gran cantidad de respuestas neutrales puede indicar que los estudiantes son indiferentes a la pedagogía del translenguaje o que ésta no se considera extraordinaria porque los estudiantes suelen interactuar en un contexto donde el translenguaje y la alternancia de código ocurren frecuentemente.Palabras clave: actitudes lingüísticas, pedagogía del translenguaje, translenguaje.

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Section: Translanguaging In the Classroommentioning

confidence: 99%

Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom

Rivera

Mazak²

2017

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“…This scenario also limits these learners', who are immigrants and international students in increasing numbers, chances to access higher education. Moreover, a study by Klapwijk and Van der Walt (2016) emphasize an English-plus model that acknowledges learners' linguistic resources, which strengthens their linguistic capital, because excluding learners' languages from the academic work "creates a very artificial environment where students cannot use the resources they have at their disposal" (p. 80). Therefore, to utilize multilingual educational opportunities, learning a second or third language can be introduced at institutions to foster and raise the visibility of linguistic diversity of higher education communities.…”

Section: The Linguistic Landscape and Diversity At Canadian Universitiesmentioning

confidence: 99%

Linguistic Capital in the University and the Hegemony of English: Medieval Origins and Future Directions

Abrar-ul-Hassan

2021

SAGE Open

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As the institution of university has evolved into a highly diverse educational community, the language of communication (or linguistic capital) in higher education plays a vital role. Therefore, English as a medium of instruction (EMI) became the dominant characteristic of academia in many parts of a (globalized) world. This growing influence of EMI has affected the scope of both higher education and academic research. Being a linguistic form of capital, the significance of English as a major linguistic resource can be analyzed historically since the institution of university was founded. In fact, EMI seems to have challenged the linguistic diversity and accessibility to higher education in the contemporary world. The case of Canadian higher education highlights new directions in the exploitation of the linguistic capital at university, and the emerging concept of a multilingual university could offer some unique opportunities for knowledge mobilization and access to higher education. Thus, the issue of linguistic capital at the current (globalized) university needs to be re-examined.

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“…Although it has widely been documented in the literature about how code-switching (CS) and translanguaging support learning, the practices lack 'legitimacy' and they are consequently 'neglected or marginalised in teacher education' (Ferguson, 2003:1). While some countries such as South Africa favourably support their use in the classroom (Banda, 2000;Klapwijk and Van der Walt, 2016;Turner and Wildsmith-Cromarty, 2014;Wildsmith-Cromarty and Turner 2018), others have not welcomed such use (Ferguson, 2003). In particular, as reported by Ferguson (2003), Hong Kong officials/policymakers have openly protested against the use of code-switching(CS) by calling out teachers to refrain from using what they refer to as 'mixed code' teaching.…”

Section: Introductionmentioning

confidence: 99%

An Exploratory Study of Language Use and Preferences among Nursing Lecturers and Students at Mzuzu University in Malawi

Hara

2020

JLSS

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This article reports on the insights gained from multilingual nursing lecturers and students at Mzuzu University in Malawi on the languages they use and prefer in a classroom setting. Research (Setati, Chitera and Essien, 2009; Chowdhury 2012) has found that both lecturers and students in multilingual and multicultural settings favour code-switching practices in the classroom setting. Code-switching is, therefore, an important phenomenon, which researchers should continue exploring because of the several distinctive attributes associated with it. The study adheres to qualitative and quantitative designs through the use of a questionnaire and follow-up interviews as methods of data collection. The results reveal that both lecturers and students favour code-switching from English to Chichewa during lectures. From both lecturers’ and students’ perspectives, code-switching helps to translate and clarify difficult concepts. It also helps to prepare students for the nursing profession. The study has some practical and pedagogical implications. On the one hand, it contributes some meaningful insights for language planners and policy-makers; on the other hand, the study sheds important light on the need to include the workplace dimension during language in education and language planning conversations. This study is also important because it addresses the issue of how code-switching might effectively be exploited as a communicative and pedagogical resource in instruction.

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English-Plus Multilingualism as the New Linguistic Capital? Implications of University Students’ Attitudes Towards Languages of Instruction in a Multilingual Environment

Cited by 22 publications

References 15 publications

Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom

Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom

Linguistic Capital in the University and the Hegemony of English: Medieval Origins and Future Directions

An Exploratory Study of Language Use and Preferences among Nursing Lecturers and Students at Mzuzu University in Malawi

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