Scaffolding to make translanguaging a classroom norm

Daniel, Shannon M.; Jiménez, Robert T.; Pray, Lisa; Pacheco, Mark B.

doi:10.1002/tesj.361

Cited by 62 publications

(39 citation statements)

References 17 publications

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“…Lastly, in regard to related studies, scholars have grown interest towards the use of two languages in EFL classroom which focuses on two areas namely the use of L1 as scaffolding in EFL classroom and its impacts. To do with L1 as scaffolding in EFL classroom, the studies primarily revealed that L1 assists the learners to learn target language (Aminifard & Mehrpour, 2019;Bhooth et al, 2014;Dahlberg, 2017;Daniel et al, 2019;Lin, 2015;Zein, 2019). Furthermore, the studies also expose the impacts of the use of two languages on students' proficiency in multilingual classroom (Adamson & Coulson, 2015;Daniel et al, 2019;Huang, 2018;Li & Exley, 2019;Zhang, 2018).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Attitudes towards Translanguaging in Indonesian EFL Classrooms

Khairunnisa

Lukmana

2020

JPP

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This study aims to investigate the attitudes towards translanguaging in EFL classrooms by 50 English language teachers. The present study employed quantitative descriptive. A survey was administered to the teachers to gauge information regarding the importance of translanguaging use and the frequency with which these teachers felt it was practiced in the classroom. The survey was collected through questionnaire that included multiple-choice and Likert scale questions. The findings revealed that Indonesian EFL teachers showed positive attitude towards the use of translanguaging in their classrooms. Most of them considered the incorporation of Indonesian language and local language are beneficial in EFL classrooms. It is also discovered that Indonesian EFL teachers were flexibly use translanguaging to facilitate students’ learning. Nonetheless, this study is limited to teachers’ attitudes. Hence, further study is needed to observe translanguaging practices in Indonesian EFL classrooms.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Attitudes towards Translanguaging in Indonesian EFL Classrooms

Khairunnisa

Lukmana

2020

JPP

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“…407-412): (a) reflect and act on classroom norms, (b) access dynamically, (c) guide students towards productive peer to peer discussions, (d) teach metacognitive strategies, (e) provide a menu of scaffolding moves, and (f) design curricular tools with scaffolding as a process. Daniel et al (2019) 2 second-grade teachers served as focal participants along with 2 thirdgrade teachers; all from a southeastern metropolitan area of the United States Qualitative: Data included videos of summer workshops, videos of teacher implementation over 6 weeks, recordings of post implementation, and teacher interviews (p. 6).…”

Section: Discussionmentioning

confidence: 99%

“…In an account of the context in which the research was conducted, the teacher participants were only mentioned as a group of -eight elementary school teachers‖ (p. 399). Daniel et al, (2019) Highlighting the reasoning behind LOTES (Languages other than English) attempts in masking their native tongue. -In English-only settings, however, multilingual students too often feel that their multilingual skills are relegated to the margins of schools and that the use of LOTES is subversive‖ (Gutiérrez et al, 1995)…”

Section: Discussionmentioning

confidence: 99%

Untitled

2020

RJE

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This review of the literature analyzes scaffolding as it relates to best practices in the English as a second language (ESL) classroom, grades K-12. As defined by many professional educators, instructional scaffolding is temporary support provided to students on an individual basis based on their needs. Despite the ever-increasing population of ESL students in K-12 classrooms, the ESL instructional approach lacks consistency from country to country, state to state, and classroom to classroom. There is a wealth of research on ESL instructional techniques, but a lack of studies on the impact of various approaches to instructional scaffolding. The articles in question address instructional scaffolding in different ways for different grade levels spanning K-12. Did one prevail as a potential universal scaffold? How might we, as educators, stop reinventing the wheel and rely on a sound methodology? Studies on scaffolding as it relates specifically to ESL students' comprehension is limited. These findings have important implications for the practices of current and future ESL teachers.

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“…Teachers and researchers may then choose to start in one subject area, unit, or routine to start implementing translanguaging pedagogies, such as writing poetry, reading bilingual texts, or incorporating bilingual discussion routines. However, scholars remind us that translanguaging activities, especially for younger learners, need to be modeled and scaffolded because learners may need support to draw on their linguistic repertoires for a variety of purposes (Daniel, Jiménez, Pray, & Pacheco, 2019; Zapata & Laman, 2016).…”

Section: Pedagogical Implicationsmentioning

confidence: 99%