On Translanguaging and Its Role in Foreign Language Teaching

Nagy, Tünde

doi:10.2478/ausp-2018-0012

Cited by 23 publications

(29 citation statements)

References 16 publications

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“…Through the incorporation of the L1 into various settings in which language instruction is provided, teachers should receive specialized training on how to effectively employ multilingual pedagogical strategies and practices for educational purposes (Gkaintartzi et al, 2019). They need to have the same mentality that using multiple languages by means of translanguaging practices is acceptable in order to encourage students to use all of their linguistic potential (Anderson & Lightfoot, 2018;Nagy, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…In spite of this, monolingual pedagogy continues to be the dominant mode of instruction in Indonesia (Ariatna, 2016). Thus, teachers need to have the understanding that translanguaging practices, in which the use of different languages is permitted, might encourage EFL learners to utilize their full linguistic potentials (Nagy, 2018). Translanguaging has the potential to bridge the gap between teachers and students, between content and language, as well as between schools and their communities (Escobar, 2019;Escobar & Dillard-Paltrineri, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Bilinguals’ Linguistic Repertoire and Foreign Language Instruction: What Do Teachers Say About Teaching Efl Through Translanguaging?

Putrawan

Sinaga

2022

JoL

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In recent decades, translanguaging has made rapid progress in the field of language instruction. The term "translanguaging" implies that bilinguals have a single linguistic repertoire from which they strategically select linguistic features for effective communication. The current method of language education, which takes a monolingual approach, faces a challenge from the phenomenon known as translanguaging. Therefore, this study aims to describe the perspectives of Indonesian EFL teachers on translanguaging-based EFL instruction for students from a variety of linguistic backgrounds. This is a qualitative study employing interviews to collect data, with eight EFL teachers serving as participants. A content analysis was used to analyze the collected data. This study suggests that EFL teachers have divergent perspectives on translanguaging in EFL classrooms. However, those with negative attitudes toward translanguaging recognize the importance of this pedagogical approach and continue to use L1 in their EFL classrooms, indicating that they still believe in monolingual pedagogy even though they do not fully apply it. Finally, the study's implications and limitations are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Bilinguals’ Linguistic Repertoire and Foreign Language Instruction: What Do Teachers Say About Teaching Efl Through Translanguaging?

Putrawan

Sinaga

2022

JoL

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“…In such practices, intentional changing of language input (reading, listening) and output (writing, speaking) is involved. Recent research on translanguaging has frequently touched educational issues (Nagy, 2018). Williams (2002) further clarifies that translanguaging practices in education mostly deal with the usage of one language to reinforce the other language.…”

Section: Translanguagingmentioning

confidence: 99%

Little Dim Sum Warriors: Translanguaging of Chinese and English in Educational Comic Books for Bilingual Children

Istighfaroh

Yannuar

Febrianti

et al. 2022

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Comic books used to serve the purpose of entertainment; nowadays, they also provide one of the most innovative ways of learning. Not only do they stimulate brains with the visual mode, but they can also function as more effective teaching and learning resources with the usage of two modes: text and image. Referring to Kress' (2010) framework on modes, this study investigates the translanguaging aspects of Little Dim Sum Warriors, a series of educational comic books with young bilingual or multilingual speakers as the target audience. This study focuses on how translanguaging, that is the fluid language practices of bilingual speakers (Wei, 2018), is present effectively in comic books by making use of Chinese culture (the learners' home culture) when targeting English (learners' target language) proficiency. In conducting the study, we analysed two storybooks of the series and collected the translanguaging practices found in both text and image formats. In our analysis we use Royce's (1998) Intersemiotic Complementarity framework to assess the relation between verbal and visual modes. The results show that the translanguaging practices in comic books are divided into three forms: text, visual, and context-meaning. These practices help the audience understand foreign language and culture in a creative way, which fits the traits of young learners. Hence, keeping their attention in language learning intact.

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“…A veces se confunden estos términos. Este último expresa una alternancia entre dos sistemas lingüísticos y códigos lingüísticos separados, es decir, dos lenguas de bilingües son dos códigos monolingües separados (Celic & Seltzer, 2013); y el translanguaging va más allá de las fronteras lingüísticas (Nagy, 2018). Este enfoque ve las lenguas como un todo y no como entidades separadas.…”

Section: Diferencia Entre El Cambio De Código Y El Translenguajeunclassified

use of TransLanguage to improve oral reading proficiency in a foreign language classroom

Pánchez-Jiménez

2021

CÁTEDRA

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Translanguaging is an approach that sees no boundaries between languages and allows their simultaneous use when teaching and learning a new language, therefore, it can be used as a scaffold device to develop a foreign language since it helps students clarify terms and make meaning. Nevertheless, it is a relatively recent term in Latin America, and investigations related to it are scarce. The main objective that guided this study was to apply translanguaging during English classes in a private High School to improve the students´ oral reading proficiency. A pre and post-tests were taken at the beginning and the end of one unit (which lasted 6 weeks) where students read a 300-word passage and words read correctly within a minute were counted. Also, a Likert-scale survey was applied to students and a teacher to know their experiences and perceptions after the application of translanguaging. A t-test was carried out and the results showed an improvement in the students´ oral reading proficiency (Mean = 221.55 in the pre-test and Mean = 243.22 in the post-test with a standard deviation of 42.20 and 30.20 respectively) after the usage of this approach with a difference statistically significant (p > 0.001). The mean of words read correctly increased in the post-test (M = 21.68; SD = 18.88). The use of translanguaging probably had a positive result on the skill studied and also in the students and teacher´s experiences when using translanguaging.

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On Translanguaging and Its Role in Foreign Language Teaching

Cited by 23 publications

References 16 publications

Bilinguals’ Linguistic Repertoire and Foreign Language Instruction: What Do Teachers Say About Teaching Efl Through Translanguaging?

Bilinguals’ Linguistic Repertoire and Foreign Language Instruction: What Do Teachers Say About Teaching Efl Through Translanguaging?

Little Dim Sum Warriors: Translanguaging of Chinese and English in Educational Comic Books for Bilingual Children

use of TransLanguage to improve oral reading proficiency in a foreign language classroom

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