Translanguaging as an ESL Learning strategy:  A case study in Kuwait

Akbar, Rahima S.; Taqi, Hanan A.

doi:10.5430/ijhe.v9n6p54

Cited by 10 publications

(36 citation statements)

References 18 publications

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“…Likewise, Akbar and Taqi (2020) investigated effects of translanguaging on 34 bilingual college students' language performance and learning. Result from students' English writing skill assessment indicated improved scores especially in aspects of inferencing for information and explaining complex ideas with slight improvements on language proficiency and basic information comprehension.…”

Section: Translanguaging In English Language Teachingmentioning

confidence: 99%

“…Based on the 14 journal articles, most articles have similar aims or purposes when researching related subject matters to translanguaging pedagogy in the ESL classroom. Eight articles attempted to investigate directly the practice of L1 in English language learning classes, codeswitching or translanguaging between L1 and English as the target language (e.g., Akbar & Taqi, 2020;Amin et al, 2020;Im, 2020;Macaro et al, 2020 Next, four studies examined the reasons for the occurrence of translanguaging practices. Macaro et al (2020) along with Wong and Yoong (2019) had research purposes of finding out how teachers' use or functions of L1 in ESL lessons where students' reasons of L1 usage were explained by Amin et al (2020).…”

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

“…Students' L1 and L2 reading and writing proficiency together with self-efficacy about the two languages and learning behaviours regarding L1 and L2 outside the classroom were inspected after Tsang and Lo (2020) had students completed an educational program that simultaneously taught L1 and L2 skills. Another study by Akbar and Taqi (2020) tested learners' learning performance after utilizing translanguaging as a language learning strategies in the ESL classroom.…”

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

“…Two other articles from Macaro et al (2020) and Qiu & Fang (2019) carried out their research in different universities in China. The ten remaining research settings of the remainder reviewed articles (e.g., Akbar & Taqi, 2020;Amin et al, 2020;Eisenstein Ebsworth et al, 2018;Holi Ali, 2020;Im, 2020;Lindahl, 2020;Lindahl et al, 2020;Schreiber, 2019;Tsang & Lo, 2020;Turnbull, 2017) were from a college in Kuwait; universities in Pakistan; educational institutions in Puerto Rico; an Omani college; the Korean media; the western United States of America public school district; universities in Costa Rica, Dominican Republic and Mexico; a Sri Lankan university and a New York college; a language-enrichment course in Hong Kong; and, a university in New Zealand according to the articles cited in order. Hence, recent research about translanguaging pedagogy was not particularly concentrated in a geographical setting but all research revolved around the theme of translanguaging in the ESL teaching and learning context.…”

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

“…Translanguaging has become an emergent strategy to develop bilingual or multilingual learners' ESL skills through simultaneous and systematic use of an individual's first language and English in teaching and learning sessions (Conteh, 2018;Lewis et al, 2012). As a matter of fact, translingualism has pedagogic potential in the education of ESL as demonstrated in various research (e.g., Akbar & Taqi, 2020;Deroo & Ponzio, 2019;Hu, 2020;Ting & Jintang, 2020). Learners were allowed to use their existing linguistic knowledge in both L1 and target language (L2) to process and apply new language content through translanguaging between Malay and English in a Malaysian preschool (Ting & Jintang, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

Ooi¹,

Aziz²

2021

IJARPED

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The effects of technological advancements, globalization and social progress has enabled researchers and teachers to rediscover and innovate methods of English Language Teaching (ELT) to English as a Second Language (ESL) learners worldwide where more non-native speakers of English who identified as bilinguals or multilinguals enroll in English language classes to develop essential skills for international communication. Yet, teachers in ESL education stand by standardized and classic ELT methodology to teach all types of learners with strong emphasis on English-only use in the classroom in hopes of producing competent users of the English language. This long standing point of view has continually ignored bilingual and multilingual learners' potentials of learning a target language (L2) more effectively by accessing all linguistic resources from their first language (L1) or other familiar languages as a unified system through the practice of translanguaging. Therefore, this systematic literature review paper intends to explore the extent of current researches on translanguaging as an ESL pedagogy or ELT then highlight the potentials, considerations and trends of teaching and learning ESL with translingualism. A total 14 empirical journal articles related to the teaching practice were analysed to find out patterns in relevant research aims or purposes, research settings, research participants' education and multilingual backgrounds, research designs and data analysis used and considerations for ESL translanguaging pedagogy. This paper serves as a guide for ESL educators and researchers on the current use of translanguaging for developing ESL skills productively as well as recommendations for future research.

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Section: Translanguaging In English Language Teachingmentioning

confidence: 99%

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

Ooi¹,

Aziz²

2021

IJARPED

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Implementing translanguaging strategies in the English writing classroom in higher education

Tang,

Rousse-Malpat,

Duarte

2024

AILA

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Over the past two decades, translanguaging has become a powerful concept in applied linguistics, enabling teachers and students to respond to linguistic and cultural diversity in the classroom. However, how teachers and students prepare for translanguaging pedagogy and practice in writing has so far received less attention (Huang & Chalmers, 2023). Therefore, this systematic review focuses on the application of translanguaging strategies in the English as a Foreign/Second Language (EFL/ESL) writing classroom. Following the PRISMA guidelines for systematic reviews, this study searched five databases to obtain articles spanning from 2013 to 2023. We reviewed 23 articles focusing on translanguaging, writing and higher education. Our results show that (1) most studies were conducted in North America and Northern Asia, with qualitative studies being predominant; (2) most researchers implemented translanguaging interventions in the EFL/ESL classroom to study the impact of translanguaging on students’ English writing skills; (3) students applied translanguaging strategies during the writing process to communicate with others on content and vocabulary; (4) translanguaging strategies provided teachers with diverse perspectives and enhanced students’ various skills; (5) the use of digital resources and different types of activities contributed to the application of translanguaging in the writing classroom, but students’ limited language skills in their L2 but also in their L1, and their uncertainty about their linguistic identity limited implementation of translanguaging in the English writing classroom. This systematic review points towards the need for educators to consider the various factors, functions and applications of the use of translanguaging strategies in English writing classrooms.

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Translanguaging as a pedagogy: exploring the use of teachers’ and students’ bilingual repertoires in Chinese language education

Han

2022

Applied Linguistics Review

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This research offers a post-structuralist multilingual lens to examine translanguaging practice in Chinese as an Additional Language (CAL) teaching and learning. It investigates a cohort of bilingual Chinese teachers who had been trained in a teacher-researcher education programme in an Australian university. This research asks how the Chinese teachers utilised their own and their students’ bilingual repertoires to assist the learning of Chinese in Australian schools. The participant teachers’ theses were collected, and the evidentiary chapters reporting on their classroom teaching were analysed. Informed by the initial results, a follow-up stimulated recall interview was conducted. This research found that the teachers’ translanguaging practices were identified in the form of theirs and their students’ lingual and non-lingual capitals, and these practices showed a strong pedagogical purpose, particularly in motivating and engaging learners. The teachers’ translanguaging practices contributed to CAL pedagogy across three dimensions: teachers’ classroom instruction, teaching and learning resources, and learning activity design. These practices have demonstrated an impact on the students’ engagement, the enrichment of teaching content and improvement in dynamic teaching processes. This research is expected to provide insights into the future development of translanguaging curriculum and pedagogy in CAL education.

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Translanguaging as an ESL Learning strategy: A case study in Kuwait

Cited by 10 publications

References 18 publications

Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

Implementing translanguaging strategies in the English writing classroom in higher education

Translanguaging as a pedagogy: exploring the use of teachers’ and students’ bilingual repertoires in Chinese language education

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