Teachers’ Translanguaging Ideologies and Practices at an International Branch Campus in Qatar

Hillman, Sara; Graham, Keith M.; Eslami, Zohreh R.

doi:10.1007/s42321-018-0015-3

Cited by 22 publications

(21 citation statements)

References 29 publications

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“…However, their practice was based on their experience which responds to the students' needs. This discrepancy between practice and ideology could be related to the impact of authority (Pace, 2003;Lindahl, 2020;Hillman, Graham & Eslami, 2019). Teachers are worried that adopting plurilingualism may lead to low pro ciency in English.…”

Section: Discussionmentioning

confidence: 99%

Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia

Alsaawi

2020

Journal of Language and Cultural Education

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The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the students’ linguistic repertoire, including the mother tongue, in the target language classroom boosts and fosters the students’ learning cycle is still encountering huge resistance, especially among second/foreign language teachers. To explore this dispute from the perspective of English as a foreign language (EFL) teachers in intermediate and secondary schools, a case study was conducted with 34 teachers in the Qassim region, Saudi Arabia, through questionnaires and a focus group interview. The study found that most teachers believe that the policy of using the target language (English) only is the most effective method of language learning. They employed the students’ mother tongue (Arabic) on an ad hoc basis to ensure complete comprehension, organize classroom tasks or convey personal remarks. In addition, the study revealed that teachers’ understanding of plurilingualism was unclear and limited to the verbal use of two languages, and that EFL teachers need more clarification on its application in the classroom.

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Section: Discussionmentioning

confidence: 99%

Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia

Alsaawi

2020

Journal of Language and Cultural Education

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“…In multilingual universities, where teachers and students predominantly share the same language repertoires, it is more likely teachers will, consciously or naturally, take a heteroglossic approach and engage in translanguaging (García, 2017). In other EMI contexts, translanguaging has been employed to facilitate students’ acquisition of subject knowledge, as well as for enabling students’ peer communication while performing group assignments (Corrales et al., 2016; Hillman, Graham, & Eslami, 2019; Kim et al., 2017; Kuteeva, 2020; Palfreyman & Al‐Bataineh, 2018; Wang & Curdt‐Christiansen, 2019). Some studies show that students (Palfreyman & Al‐Bataineh, 2018) and teachers (Aghai et al., 2020) can see translanguaging as natural.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Some studies show that students (Palfreyman & Al‐Bataineh, 2018) and teachers (Aghai et al., 2020) can see translanguaging as natural. Other studies, however, have shown university stakeholders (students, faculty, administrators) at times may hold lukewarm or negative views of translanguaging practices if they believe only English should be used in the EMI classroom (Goodman, Kerimkulova, & Montgomery, 2021; Hillman et al., 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis

et al. 2021

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The purpose of this paper is to build and test a framework of four factors stakeholders in postgraduate higher education institutions in Kazakhstan perceive as supporting or hindering language development in English‐medium programs. Data in this mixed‐methods study were collected through student surveys and interviews with students, faculty and administration from six universities across Kazakhstan. Factor analysis confirmed the value of structural, pedagogical, sociolinguistic, and cultural factors for language development. Quantitative and qualitative data demonstrated that respondents highly valued structural factors such as academic mobility abroad and having an opportunity to interact with international faculty. However, they were less satisfied with national and university policies on the implementation of EMI. Additional structural factors including: a significant lack of pedagogical trainings, lack of collaboration with EFL instructors for curriculum development, and low overall English language proficiency of faculty and students, led to pedagogical challenges in classrooms. These challenges were somewhat mitigated by translanguaging practices. The sociolinguistic factors scale demonstrated that out of three languages, Russian was the most prevalent on campuses, which, according to qualitative data, creates pressure to maintain English. Finally, the cultural factors data revealed that students were highly motivated for their ideal self, whereas institutions strived to be research‐oriented and included in the international ranking lists. Based on these findings, it is recommended that curricula be adjusted to include spaces for multilingual practices, and that faculty be provided support in teaching in English through professional development courses.

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“…Our study addresses this gap. Moreover, the gap in support of literature regarding the use of translanguaging practices inside the classroom is eloquently addressed by Hillman et al (2019, p. 58), who state that ‘classrooms that utilise translanguaging pedagogies have the potential to develop multilingual students who can use their rich linguistic systems to achieve communicative and cognitive tasks’.…”

Section: Introductionmentioning

confidence: 99%

Storyboards as a Qualitative Method of Exploring Learners’ Experience With the Use of a Multilingual Support Strategy

Ayob

Omidire

2021

International Journal of Qualitative Methods

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Globally, learners in multilingual classrooms experience challenges, especially when the language of instruction is not their first language (L1). This results in language barriers to learning when monolingual language-education policies prevail in multilingual contexts. Translanguaging as a pedagogy has gained momentum and accepts the use of multiple languages to co-exist in multilingual classrooms. Over the last decade, accepting the use of multiple languages in multilingual classrooms and including learners’ L1 to enhance learning and provide support have been gaining momentum. This article reports on utilising storyboards to explore learners’ perspectives and emotions in a study that uses translanguaging as an intervention with Grades 5 and 6 learners in two schools in a South African township. The storyboard technique is a creative qualitative method to understand the subjective experiences of how children experience L1 in multilingual classes by expressing their emotions and feelings on individual personal storyboard paper. Translanguaging practices were introduced in the two schools to understand how it affects the teaching and learning in multilingual classrooms. We describe how the storyboards depicted positive emotions and views towards translanguaging by gaining a deeper understanding of how multilingual practices make learning a holistic experience for the learners involved. We provide information on the context of translanguaging and the methods implemented to include L1 and describe how the use of storyboards as data gathering tools positively portrayed the learners’ learning experiences. We propose that the use of storyboards as a creative qualitative method of expressing childrens views and emotions in multilingual classes enriched the themes elicited.

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Teachers’ Translanguaging Ideologies and Practices at an International Branch Campus in Qatar

Cited by 22 publications

References 29 publications

Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia

Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia

Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis

Storyboards as a Qualitative Method of Exploring Learners’ Experience With the Use of a Multilingual Support Strategy

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