Putting translanguaging into practice: A view from England

Costley, Tracey; Leung, Constant

doi:10.1016/j.system.2020.102270

Cited by 10 publications

(4 citation statements)

References 34 publications

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“…The integration of new multilingual facts and the implementation of translanguaging pedagogies are part of a larger educational renewal [1]. There is a need to intentionally create a multilingual space (translanguaging space) in EFL classrooms to fully utilise studentsʼ multilingual capabilities creatively and critically [30] because today many teachers struggle to reconcile the disparities between monolingual educational policies and the realities of multilingual classrooms (see, among others, [48][49][50]).…”

Section: академическая интеграцияmentioning

confidence: 99%

Beliefs about Multilingualism with Respect to Translanguaging: A Survey among Pre-Service EFL Teachers in Indonesia

et al. 2022

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Introduction. Recently, multilingualism and translanguaging have received considerable attention and are always a topic of interest and public debate in language education. However, to our knowledge, studies on pre-service EFL teachers’ beliefs about multilingualism with respect to translanguaging in the Indonesian context have not appeared in the literature. Therefore, to address this gap, this research investigated beliefs about multilingualism with respect to translanguaging, including language separation, language use/mixing, and language support, among pre-service EFL teachers in the Indonesian context. Materials and Methods. This study is quantitative in nature, adopting a survey research design. We collected data from 270 pre-service EFL teachers using an online Likert scale questionnaire that lacked any potentially sensitive questions. They were between the ages of 17 and 26, and were English teacher candidates majoring in English education at higher education institutions on the Indonesian islands of Sumatra, Java, Sulawesi, and Kalimantan. The collected data were analyzed using descriptive statistics, which included the percentages and frequency distributions of the participants’ Likert scale responses. Results. The current study’s findings corroborate previous research indicating that teachers believe multilingualism and collaborative use of languages are potential assets that can benefit their students’ language learning. Discussion and Conclusion. Language separation in EFL classrooms appears to be a point of contention for the majority of pre-service EFL teachers surveyed, with a preference for and support for multilingualism and translanguaging over language separation in EFL classrooms. They agree on the importance of using or mixing other languages in their classes. On the one hand, they believe that it is critical to avoid other language support in classrooms; on the other hand, they believe that other language support can benefit students, offering a wave of optimism about future language education. Therefore, there is a need to gradually introduce and include pedagogical translanguaging to the existing curricula. The integration of new multilingual facts and the implementation of translanguaging pedagogies are part of a larger educational renewal. There is a need to intentionally create a multilingual space (translanguaging space) in EFL classrooms to fully utilise studentsʼ multilingual capabilities creatively and critically because today many teachers struggle to reconcile the disparities between monolingual educational policies and the realities of multilingual classrooms.

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Section: академическая интеграцияmentioning

confidence: 99%

Beliefs about Multilingualism with Respect to Translanguaging: A Survey among Pre-Service EFL Teachers in Indonesia

et al. 2022

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“…The discrepancy between classroom practice of bilingualism/multilingualism and the monolingual principle has aroused rounds of debates on the exclusion or inclusion of the L1 in L2 classrooms (May, 2011, 2019). Translanguaging offers a new theoretical perspective on the debate, providing potentially novel and flexible ways of responding to the needs and practices of multilingual students and addressing gaps between policy and classroom realities (Costley and Leung, 2020). Nevertheless, many educational practitioners find themselves in a dilemma between the need to translanguage in the classroom and the monolingual principle.…”

Section: Introductionmentioning

confidence: 99%

Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students’ Perceptions

2022

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Translanguaging as pedagogical practice and a theory of language has gained increasing importance in recent years. However, little research has reported Chinese English-as-a-foreign-language students’ perceptions of translanguaging; neither has research examined the predictive effects of the factors contributing to the amount of student translanguaging in the Chinese English-as-a-foreign-language classrooms. This study intended to fill the gap by inviting 292 Chinese English-as-a-foreign-language students to respond to a questionnaire that explores students’ perception of translanguaging. Two research questions were addressed: first, how do students’ attitudes to translanguaging vary across second-language proficiency? Second, how is the amount of student translanguaging predicted by students’ attitudes to translanguaging and the amount of teacher translanguaging? The results of a one-way analysis of variance revealed a statistically significant difference among the four groups in attitudes to teacher translanguaging and students’ translanguaging. A post hoc test found that non-English major first-year university students had a significantly higher level of acceptance of teachers’ and students’ translanguaging than English major first-year university students. Multiple regression analysis showed that the amount of teacher translanguaging and student attitudes to translanguaging explained a significant quantity of the variance in the amount of student translanguaging. The implications of the study were also discussed.

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“…For research scholarship looking at second or additional language acquisition, these shifts have helped problematize the act of classifying languages as bound entities. Challenged by the idea of language as practice, a distinct research perspective has emerged whereby multilingualism is viewed as a lived experience, focused on languaging, or ‘a way of making use of all linguistic means from diverse sources to act semiotically’ (Costley & Leung, 2020, p. 2). These practices are complex and interrelated; they do not transpire in a linear pattern nor function separately but encompass the ‘linguistic, cognitive, social and emotional components of speakers’ languaging’ or translanguaging practices (Seltzer & Garćia, 2020, p. 2).…”

mentioning

confidence: 99%

“…However, in an English dominant nation, with an English only educational framework, we return to the question of how educators can create spaces for students’ diverse linguistic practices – their lived experiences – in an English dominant education system. As Costley & Leung (2020, p. 2) argue, ‘pedagogically oriented translanguaging can be a crucial step towards meeting the learning needs and trajectories of students in multilingual classrooms as it starts from a closer approximation of the actual lived experiences of multilingual learners’. The articles in this special issue explore this question across a range of contexts in Australia, framed by the understanding that the intersections of language and education are as much ideological and political as they are educational (Lo Bianco & Slaughter, 2017).…”

mentioning

confidence: 99%

Introduction: Reframing language in teaching and learning: Leveraging students’ meaning-making repertoires

D’warte

Slaughter

2020

Language Teaching Research

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Putting translanguaging into practice: A view from England

Cited by 10 publications

References 34 publications

Beliefs about Multilingualism with Respect to Translanguaging: A Survey among Pre-Service EFL Teachers in Indonesia

Beliefs about Multilingualism with Respect to Translanguaging: A Survey among Pre-Service EFL Teachers in Indonesia

Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students’ Perceptions

Introduction: Reframing language in teaching and learning: Leveraging students’ meaning-making repertoires

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