Translanguaging for Teacher Development in Qatari Middle School Science Classrooms

Eslami, Zohreh R.; Reynolds, Dudley; Sonnenburg-Winkler, Sunni L.; Crandall, Jo Ann

doi:10.4324/9781315641263-15

Cited by 5 publications

(2 citation statements)

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“…In due course, they will be exposed to pragmatics of the language and will develop skills in negotiating messages and meanings. This will inevitably emphasize function over form and their negotiation skills will ‘take precedence over simple knowledge of language norms and conventions’ (Eslami, Reynolds, Sonnenburg‐Winkler, & Crandall, 2016, p. 242).…”

Section: Discussionmentioning

confidence: 99%

Multilingualism in the linguistic landscape of Istanbul

et al. 2020

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Situated in the Expanding Circle, Turkey has become a setting which offers vibrant linguistic landscapes fascinating to linguists. Underlying this vibrancy is the prevalent use of English for a wide variety of instrumental purposes and multilingualism that is becoming increasingly tangible. This paper explores how diversity brought about by globalization and migration has generated an interesting mix of languages, scripts and modalities led by English in the Turkish context. The data collected from the streets of various districts in Istanbul indicate an interplay of Turkish, English and Arabic, and a sociolinguistic analysis reveals practices of code‐switching and translanguaging. The pedagogical implications highlight the importance of promoting a WE/ELF‐aware English language teaching through a framework that considers both the plurilingual view of English and the entailing sociolinguistic processes.

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Section: Discussionmentioning

confidence: 99%

Multilingualism in the linguistic landscape of Istanbul

et al. 2020

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“…Over the years, traditional bilingual education approaches in Thailand have sought to keep languages separate. This has resulted in the separation of languages in Thai EMI (English as a medium of instruction) classrooms, an assumption that is founded on monolingual ideologies (Eslami et al, 2016;García, 2017;Maphalala & Mpofu, 2020;Almusharraf, 2021). No matter the content taught in the classroom, the problem of communication mode seems to be an issue when teachers teach learners of English as an additional language.…”

Section: Introductionmentioning

confidence: 99%

Translanguaging Pedagogy in Thailand’s English Medium of Instruction Classrooms: Teachers’ Perspectives and Practices

Thongwichit,

Ulla

2024

TESL-EJ

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The present study explores the perspectives and instructional approaches adopted by five university English as a Foreign Language (EFL) teachers in Thailand about using translanguaging pedagogy in monolingual English instruction. Examining the concept of translanguaging pedagogy and framed in an exploratory-descriptive qualitative research design through individual interviews, the findings emphasize the significance of acknowledging students’ first language, emphasizing the favorable opinions of the participants toward the use of translanguaging in English language classrooms. The findings also demonstrate that translanguaging pedagogy serves as a scaffolding mechanism, enabling students to leverage their pre-existing linguistic abilities to enhance their proficiency in the English language. This study makes a valuable contribution to the existing body of research on translanguaging pedagogy, as it does not only place importance on students’ linguistic and cultural backgrounds, fostering a classroom environment that is safe and inclusive, but it also emphasizes the significance of language teachers recognizing and accepting the coexistence of translanguaging pedagogy in classrooms where English monolingual policies are mandated. We discuss the implications and offer research recommendations.

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