Translanguaging as pedagogy – a critical review

Conteh, Jean

doi:10.4324/9781315696010-33

Cited by 26 publications

(15 citation statements)

References 1 publication

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“…In spite of its relatively short history, translanguaging scholarship has witnessed notable transitions in its focus. That is, the thrust of these studies, as noted by Conteh (2018b), did not go beyond documenting and describing how translanguaging is a natural phenomenon for many language learners around the globe, a phenomenon that has also been described as 'spontaneous translanguaging' . In recent years, however, the research focus has shifted to accentuate the vast potential of translanguaging as 'a legitimate pedagogical approach' to support language teaching and learning (Omidire, 2019).…”

Section: Potential Of Translanguaging In Tesolmentioning

confidence: 99%

Translanguaging at a Saudi University: discrepancy between English language teachers’ attitudes and self-reported pedagogical practices

Almayez

2022

Asian. J. Second. Foreign. Lang. Educ.

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Abstract‘Translanguaging’ has recently become a buzzword in TESOL scholarship, serving as both a theoretical concept to decribe the ways in which langauge learners fluidly use their whole linguistic repertoires to communicate and convey meaning as well as a pedagogical tool to leverage those repertoires as valuable learning resources. Over the past two decades, numerous empirical studies have been conducted in many corners of the world to investigate pedagogical translingual practices inside language learning classrooms. Yet, little is known about this phenomenon within the context of KSA, wherein TESOL policies ban the use of students’ native langauge(s) and render them as an impediment to language learning. This study addresses this lacuna as it firstly explores English language teachers’ attitudes towards pedagogical translanguaging, and secondly examines the extent to which those attitudes are reflected into their reoprted pedagogical practices. 101 mono-, bi-, and multilingual English language teachers at a Saudi unveristiy voluntarily participated in this study. By drawing on survey data, the findings showcase a considerable discrepancy between teachers’ stated attitudes and reported pedagogical practices. The findings also illuminate the constraints that hindered the participants’ adoption of pedagogical translanguaging in their teaching. The study finally concludes with pedagogical and policy implications.

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Section: Potential Of Translanguaging In Tesolmentioning

confidence: 99%

Translanguaging at a Saudi University: discrepancy between English language teachers’ attitudes and self-reported pedagogical practices

Almayez

2022

Asian. J. Second. Foreign. Lang. Educ.

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“…Translanguaging accurately captures the complex and novel essence of the development of language and provides ample affordances that the Post-Multilingualism era demands [15]. What matters is no longer the number of languages an individual has at their disposal but the way they mobilize their entire linguistic repertoire, including their semiotic, modal, and sensory resources, to facilitate the meaning-making and delivery process [10,16]. Translanguaging introduces open discursive exchanges, enabling people to recognize their particular languaging values.…”

Section: Translanguagingmentioning

confidence: 99%

“…This conclusion has laid the foundations for translanguaging practices across many situations, particularly in classroom settings. Reviewing studies on translanguaging as pedagogy, Conteh [16] argued that previous research tended to emphasize the process of interaction rather than its pedagogic potential. For this reason, more research is needed to more effectively explore pedagogical translanguaging.…”

Section: Pedagogical Translanguagingmentioning

confidence: 99%

Towards a Sustainable Classroom Ecology: Translanguaging in English as a Medium of Instruction (EMI) in a Finance Course at an International School in Shanghai

Zhou

Gao

2021

Sustainability

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Pedagogical translanguaging has emerged as an important strategy facilitating the sustainable use of English as a Medium of Instruction (EMI) in educational settings. This mixed-method study, conducted in an EMI finance classroom at an international school in Shanghai, China, investigates the translanguaging practices of students in classroom interactions as well as their attitudes toward translanguaging as a communicative and pedagogical strategy. Drawing on video-assisted classroom observations and semistructured interviews, this study reveals that the participants’ translanguaging practices are motivated by ease of communication, facilitated by contextual resources, and reflect their strategic maneuvering of the linguistic resources in their repertoires. The data also suggest that the participants are generally positive about translanguaging as an aid in comprehension and for the enhancement of content learning. Some participants, however, expressed reservations about the acceptance of translanguaging as a standard, formal linguistic choice. The findings suggest that EMI teachers should recognize the linguistic resources of students in their entirety and incorporate them into classroom activities to promote biliteracy and the learning of academic content.

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“…Translanguaging is also viewed in a social perspective, within a social justice and pedagogical fairness approach. Conteh maintains that translanguaging needs to be theorized for pedagogy as a 'predominantly social', rather than linguistic, practice, and thus related to identity, culture and context (Conteh 2018;2019). Then the emphasis shifts from merely exploring linguistic diversity per se to translanguaging that allows for appreciation of the learner/speakers cultural background, especially when translanguaging includes 'minority' languages and disadvantaged communities (like the refugees in this study).…”

Section: Theoretical Framework: Elf and Translanguaging Practicesmentioning

confidence: 97%

The Role of Translanguaging in ELF Advice Sessions for Asylum Seekers

Cogo¹

2020

Language Change

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This chapter explores the role of translanguaging in ELF advice practices at a UK charity supporting refugees and asylum seekers. Previous research has highlighted how multilingualism is an essential aspect of ELF (Jenkins 2015) and the role of multilingual resources has received increased attention in the latest conceptualizations and linguistic analysis. However, the contribution and nature of multilingualism in relation to ELF need to be further investigated. This study addresses the role of translanguaging in ELF high stakes environments, such as advice services for refugees and asylum seekers.In this chapter, I first explore the notion of translanguaging, and then explain the linguistic ethnographic approach taken to collect and analyze the data. The qualitative analysis of the data shows the complexity of advice practices in relation to the use of multilingual resources in ELF, and demonstrates how translanguaging can be used for at least three functions, i.e. pedagogical, explanatory and interpersonal.

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Translanguaging as pedagogy – a critical review

Cited by 26 publications

References 1 publication

Translanguaging at a Saudi University: discrepancy between English language teachers’ attitudes and self-reported pedagogical practices

Translanguaging at a Saudi University: discrepancy between English language teachers’ attitudes and self-reported pedagogical practices

Towards a Sustainable Classroom Ecology: Translanguaging in English as a Medium of Instruction (EMI) in a Finance Course at an International School in Shanghai

The Role of Translanguaging in ELF Advice Sessions for Asylum Seekers

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