Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL)

Abstract

Traditionally, language teaching has been grounded on a monolingual bias and the strict separation of languages has been conceived as a requirement to ensure foreign language learning success. However, the flexible use of one's linguistic repertoire, known as translanguaging, has also proven beneficial in EFL settings (vid. Jones & Lewis, 2014).The present study aims at examining translanguaging practices in early language learning taking into account the functions proposed by . Qualitative data were collected in 3 sessions of English for 25 Valencian kindergarteners. Participants (aged 4-5) were in their second year at a Catalan-immersion school, where other two languages are taught as media of instruction (Spanish and English).Results depict how very young language learners use their L1, L2 and L3 strategically in order to serve different communicative functions, without compromising their exposure to the target language (i.e. English). As a conclusion, we argue that a monolingual approach to teaching English as an additional language (EAL) is not a realistic picture of learners' linguistic behaviour both inside and outside the classroom in multilingual settings.Keywords: translanguaging, linguistic repertoire, early language learning, English as an additional language (EAL), multilingual education Resum Tradicionalment, l'ensenyament de llengües s'ha basat en un enfocament monolingüe i l'estricta separació de llengües a l'aula s'ha considerat un requisit indefugible per garantir l'èxit d'aquest procés d'aprenentatge. No obstant això, s'ha demostrat que l'ús flexible del repertori lingüístic de l'alumnat, conegut com a translanguaging, també pot resultar beneficiós per tal d'aprendre l'anglès com a llengua estrangera (vid. Jones i Lewis, 2014).El present estudi té com a objectiu examinar el translanguaging i les seues funcions en l'aprenentatge primerenc de llengües, tenint en compte la taxonomia proposada per Els resultats mostren com l'estudiantat en edat de pre-alfabetització fa servir les seves L1, L2 i L3 estratègicament per a realitzar diferents funcions comunicatives, sense comprometre l'exposició a la llengua meta, l'anglès. Com a conclusió, considerem que un enfocament monolingüe envers l'ensenyament de l'anglès com a llengua addicional (EAL) no és una imatge realista de l'ús de les llengües que fa l'alumnat tant dins com fora de l'aula en entorns multilingües.Paraules clau: translanguaging, repertori lingüístic, aprenentatge primerenc de llengües, anglès com a llengua addicional (EAL), educació multilingüe ResumenTradicionalmente, la enseñanza de lenguas ha estado marcada por un enfoque monolingüe y la estricta separación de lenguas en clase se ha considerado un requisito imprescindible para garantizar el éxito de dicho proceso de aprendizaje. Sin embargo, se ha demostrado que el uso flexible del repertorio lingüístico del estudiantado, conocido como translanguaging, también puede resultar beneficioso para aprender inglés como lengua extranjera (vid. Jones y Lewis, 2014).El presente estudio ...

Perspective on Code Switching in Content-Based Classrooms: Government Schools Context in Pakistan

“…It can, therefore, be stated that translanguaging is code switching in strict pedagogic sense (Lewis, Jones, & Baker, 2012;Wang & Wu, 2016) which is actually beneficial for the learners. A study based on 25 Valencain Kindergarten students revealed the positive impact on students' language learning process when they were allowed to use their L1, L2 and L3 constructively in their classroom for learning and communication (Portolés & Martí 2017). In…”

Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms

“…First, the number of participants is limited and the study was conducted in a particular language-learning context. In addition, although in this paper we have not looked at the use of different languages with different functions, translanguaging occurs during task performance, and, following Portolés and Martí (2017), this is an issue that may be explored in future studies. In fact, in spite of the school claiming to foster multilingual education, both in FL and CLIL classrooms a monolingual approach towards language teaching and learning is observed.…”

On Translanguaging and Its Role in Foreign Language Teaching

“…With respect to the use of translanguaging methods in the foreign language classroom, while the data concerning the efficiency of these practices are rather scarce, several studies point to the advantages of translanguaging in foreign language teaching. For example, Portolés and Martí (2017) analyse the linguistic behaviour of young learners (5-year-olds) in a multilingual setting and show how youngsters use their whole language repertoire while communicating with each other and construct new concepts based on their previous knowledge. Interesting is also Chukly-Bonato's (2016) analysis of translanguaging processes in the classroom who, observing her students' linguistic behaviour for several weeks, notes how translanguaging pedagogy changes their behaviour in a short amount of time .…”