Pedagogical Translanguaging in English as Second Language (Esl) Classrooms: A Survey of Existing Studies

Abstract

Background and Purpose: There has been a strong assumption on part of ESL practitioners to use target language for teaching of ESL. However, in recent years, translanguaging has gained significant importance in teaching of ESL. This systematic review concentrates on empirical studies that draw on translanguaging framework in ESL classrooms in diverse contexts. By using the guidelines provided by PRISMA, the current work sheds light on the recent plethora of literature available across the globe. This systematic review identifies the differences with reference to the settings, participants’ background, methodology, and research problem. Moreover, it also evaluates how translanguaging has helped to improve ESL in diverse contexts. Also, it also suggests possible avenues for future research.
 
 Methodology: Data was collected from 2015 to November 2021. The studies that used translanguaging for improving ESL skills are focused and analyzed.
 
 Findings: The findings of the study showed that predominantly the research was conducted at the school level in the contexts of Africa, Japan and Indonesia using the qualitative approach. The findings also showed that translanguaging is helpful to improve ESL performance generally, but specifically it improves reading comprehension, vocabulary and writing skills. Moreover, the findings also indicated the positive attitude of teachers and students towards translanguaging pedagogy.
 
 Contributions: The study synthesizes the knowledge to inform practitioners, researchers, teachers’ trainers, and policy makers about the recent advances in the field of teaching ESL, while using the learners’ complete linguistic repertoire.
 Keywords: Translanguaging pedagogy, English language learning, systematic review, survey, recent advances.
 
 Cite as: Atta, A., & Naqvi, S. B. (2022). Pedagogical translanguaging in English as second language (ESL) classrooms: A survey of existing studies. Journal of Nusantara Studies, 7(2), 120-146. http://dx.doi.org/10.24200/jonus.vol7iss2pp120-146

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“…Academic investigators established that linguistic code-switching by bilingual students and dialectical shifting by students with dialects impacted phonological awareness, reading, spelling, composition, and fluency, particularly among students who spoke African American English, Regional Vernacular English, and Second Language English (Dougherty, 2023;García et al, 2017). Findings suggested that translanguaging, a process that encourages students to move fluidly between languages within a lesson, could bridge linguistic and cultural boundaries and improve the performance of bilingual students and others in comprehension, vocabulary, and writing (Atta & Naqvi, 2022). Providing a tech feature that allowed educators to record their voices to appropriately cue dialect-switching and translanguaging students and use Google Translate to infuse lessons with first-language instruction could help students overcome language barriers.…”