Translanguaging: developing scientific scholarship in a multilingual classroom

Charamba, Erasmos

doi:10.1080/01434632.2019.1625907

Cited by 34 publications

(30 citation statements)

References 58 publications

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“…Studies into translanguaging have been approached from both naturalistic and pedagogical perspectives (Creese & Blackledge, 2019;Li, 2014Li, , 2016aPennycook, 2017). In second/additional language learning settings, translanguaging has frequently been employed as a pedagogy to probe into the dynamics of classroom interactions (Canagarajah, 2011;Charamba, 2019;Jones, 2017). It is mostly observed in contexts where the interplay between two languages, usually English and the learners' L1, is accentuated, or in cases where students are bilinguals in English and another language (Lin & He, 2017;Makalela, 2015;Moore, 2014).…”

Section: Introductionmentioning

confidence: 99%

Translanguaging in L3 Spanish Classrooms: Practices and Attitudes

Zhou¹,

Huang²,

Jili³

2020

CLAC

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Abstract. Research into pedagogical translanguaging in second/foreign language education has largely been focused on the interplay between two languages, one of which is usually English. Little attention has been paid to the practice of trilingual translanguaging (translanguaging between three languages), and how this can be helpful in the acquisition of a third language. This study, conducted in two Spanish as a third language classrooms in a Chinese university, aims to explore teachers’ translanguaging practices as well as the teachers’ and students’ attitudes to these practices. Analysis of data collected through audio-assisted classroom observation, interviews, and questionnaires reveals that teachers proactively and flexibly mobilize their multilingual resources in classroom talk. Students in general express positive attitudes towards teachers’ translanguaging practices, and express a wish to experience a greater amount of bilingual translanguaging between English (L2) and Spanish (L3). Meanwhile, having access to the views of L3 learners on teachers’ classroom talk proves to be a crucial component in the understanding of how L3 teaching and learning can take place in the most effective way. This study calls for further research into translanguaging practice in multilingual classrooms and its impact on students’ learning.

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Section: Introductionmentioning

confidence: 99%

Translanguaging in L3 Spanish Classrooms: Practices and Attitudes

Zhou¹,

Huang²,

Jili³

2020

CLAC

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“…Finally, studies placed in the African context (Charamba 2020a(Charamba , 2020b; Omidire and Ayob 2020) also discussed the importance of instructional materials in students' home languages not only for translanguaging-informed interventions involving English and one of the African languages to be successful, but also for providing students with "a reflective space to think about how language stratification has excluded African languages that are deemed inferior from the classroom, hence from accessing scientific knowledge" (Charamba 2020a, p. 655).…”

Section: Contextmentioning

confidence: 99%

Examining Pedagogical Translanguaging: A Systematic Review of the Literature

Prilutskaya

2021

Languages

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In the past two decades translanguaging has proven to be a potent concept in applied linguistics, having generated a large amount of literature that explores theoretical and empirical dimensions of this linguistically inclusive pedagogical approach to language teaching and learning. This systematic literature review focuses on empirical studies that draw on the translanguaging framework in English language teaching (ELT) and beyond. Following PRISMA guidelines for systematic reviews, this study aims to shed light on the current state of knowledge about the affordances of translanguaging pedagogies in a plethora of educational contexts worldwide and to highlight possible avenues for future research. Eleven databases were searched to obtain a dataset spanning from 2011 till February of 2021 and yielding nearly 3000 publications. After duplicate removal, abstract screening, and application of the inclusion/exclusion criteria, a total of 233 studies were coded and analysed to address the research questions. As a result, this systematic review synthesizes the state of knowledge on pedagogical translanguaging, with the aim to inform educators about developments in this rapidly growing field and support researchers in identifying future research priorities on the subject of drawing on learners’ full linguistic repertoires for linguistically inclusive education.

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“…For many years now the most of the issues raised in educational and sociolinguistic discussions relating to education in the country have revolved around constructions and reconstructions of notions of 'cognitive' deficiency [2,3], which have been assumed to be associated with orality, 'nonstandard' language [4] and multilingualism [5]. This monolingual approach to education has led to the academic underperformance of most students, especially those from minority language speaking communities such as Gwanda South where the home language of the majority of the students is Sesotho [6].…”

Section: Suggested Solution To the Problemmentioning

confidence: 99%

The TDS model and epistemic justice for bilingual learners

Marupi¹,

Charamba²

2022

Self Cite

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The object of research: Contemporary research suggests the use of an instructional language different from students’ home language as a major contributing factor to academic underachievement. This has also been the case in Gwanda South, Zimbabwe, where Sesotho speaking secondary school learners are taught through English only and have been underperforming. Analysts have suggested the use of a language different from their learners’ home language as the major cause of academic underachievement. Investigated problem: This study explores how concurrent use of multiple languages can enhance learning in a bilingual community. Results from national examinations show learners from Gwanda South perform comparatively lower than most districts in the country, resulting in calls for transformative pedagogy. This mixed methods study used a descriptive survey design that opted for face-to-face interviews and questionnaires to collect data from 120 secondary school learners, 20 parents, 20 teachers, 10 head teachers and 10 Teachers-in-Charge. Convenience sampling was used to identify participants. The main scientific results: Results from the study indicate participants’ willingness for pedagogies that acknowledge multiple languages. They also indicate an enhanced academic performance among students when the TDS model is used for pedagogical purposes. As a result, the article introduces a model that is being proposed and recommended for use in bilingual settings, called The Dual System (TDS) Model. The TDS Model has a number of variables that make it operate effectively and efficiently. Its basis is two languages in an environment and community with a keen interest in the successful use of those languages in the classroom. Both teacher and learner ought to be tuned to dual language use and to accept full roles for both languages in the classroom. Translanguaging then is a key element that defines academic activities. Bilingual education where Sesotho and English are key classroom languages is recommended for Gwanda South, Matabeleland South, Zimbabwe. The area of practical use of the research results: The TDS Model has a number of variables that make it operate effectively and efficiently. Its basis is two languages in an environment and community with a keen interest in the successful use of those languages in the classroom. Both teacher and learner ought to be tuned to dual language use and to accept full roles for both languages in the classroom. Translanguaging then is a key element that defines academic activities. Bilingual education where Sesotho and English are key classroom languages is recommended for Gwanda South, Matabeleland South, Zimbabwe

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Translanguaging: developing scientific scholarship in a multilingual classroom

Cited by 34 publications

References 58 publications

Translanguaging in L3 Spanish Classrooms: Practices and Attitudes

Translanguaging in L3 Spanish Classrooms: Practices and Attitudes

Examining Pedagogical Translanguaging: A Systematic Review of the Literature

The TDS model and epistemic justice for bilingual learners

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