Translanguaging pedagogy in selected English First Additional Language writing classrooms

Ngubane, Nomalungelo Isabel; Ntombela, Berrington; Govender, Samantha

doi:10.2989/16073614.2020.1771190

Cited by 9 publications

(6 citation statements)

References 17 publications

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“…The practice of translanguaging to promote a positive learning environment is also supported by sociocultural theory in which the use of learners' native languages was found to be advantageous for many purposes according to previous scholars (Santoso, 2020). In a learning environment, ideas and information encoded in the language of the home culture are simpler to understand and process compared to an idea that cannot be encoded in the language of the learners (Ngubane et al, 2020). Translanguaging recognised learners as bilingual/multilingual language users, established integrative environments, and widened zones for learning by allowing learners to meet halfway between their different linguistic competence and co-construct meaning (Gutierrez, 2008).…”

Section: Translanguaging and Sociocultural Theorymentioning

confidence: 89%

“…Translanguaging generates a number of affordances and chances for learning during students' collaborative social interactions by fusing sociocultural theory and translanguaging practices together (Rajendram, 2021a). According to Vygotsky's sociocultural theory, the diverse language backgrounds of the teachers and learners can be used as resources for teaching and learning (Ngubane et al, 2020). This is aligned with the notion of translanguaging pedagogy which involves teachers incorporating learners' linguistic repertoire in the classroom to increase equity in the opportunities for learning (Garcia & Wei, 2014).…”

Section: Translanguaging and Sociocultural Theorymentioning

confidence: 99%

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Translanguaging in Malaysian ESL Classroom: Teachers’ Perceptions

Yusri¹,

Huzaimi²,

Sulaiman³

2022

IJARBSS

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Translanguaging refers to the practice of using distinct linguistic aspects or different forms of autonomous languages in maximising communicative potential performed by the bilinguals and multi-linguals. The implementation of translanguaging strategies in teaching pedagogy allows teachers to bridge the linguistic gaps and scaffold second language learning process. However, despite the perceived benefits of translanguaging, there exist differences of perceptions and attitudes among teachers towards translanguaging which imposed ideological barriers, thus preventing students from using translanguaging as a whole. Therefore, in generating a better understanding on this issue, this study aims to explore Malaysian teachers' perceptions towards translanguaging in English language lessons. This study employed qualitative research design using a semi-structured interview to explore the teachers' perceptions pertaining to this topic of study. The findings of this study depicts an overall positive perception of translanguaging among the participants where they implemented several translanguaging strategies such as contextual clues, collaboration and student-centredness, as well as two-way translation in their teaching pedagogy. The findings obtained from this study can be beneficial to the stakeholders in the education field in designing lessons by employing translanguaging practices that suit the needs of the learners in English Second Language (ESL) classroom.

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Section: Translanguaging and Sociocultural Theorymentioning

confidence: 89%

Section: Translanguaging and Sociocultural Theorymentioning

confidence: 99%

Translanguaging in Malaysian ESL Classroom: Teachers’ Perceptions

Yusri¹,

Huzaimi²,

Sulaiman³

2022

IJARBSS

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“…With regard to the teaching and learning of English in South African schools, Ngubane, Ntombela and Govender (2020) assert that its use is often a challenge for both the teacher and the learner owing to their limited proficiency in this language. Teachers who are not home language speakers of English often find it difficult to help learners develop cognitively and linguistically (Ngubane et al, 2020;Arshavskaya, 2015). They also do not make thorough corrections to incorrect use of language in learners' English essays, and almost never require that learners re-write certain sentences to correct their English after they have had their essays marked.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

“…Journal for Language Teaching | Ijenali Yekufundzisa Lulwimi | Tydskrif vir Taalonderrig https://www.journals.ac.za/jlt learners in English (FAL) writing (Fitrawati & Safitri, 2021;Gilliand, 2019;Arshavskaya, 2015;Akinyeye & Plüddemann, 2016;Manyike, 2014;Taylor, 2012), while others have explored the pedagogies employed by teachers in teaching writing (Mathura & Zulu, 2021;Ngubane, Ntombela & Govender, 2020;Nondabula, 2020;Roundy & Liu, 2015;Mabasa & Lumadi 2016;Akinyeye, 2016). These studies illustrate the linguistic, cognitive and social aspects of writing.…”

Section: Literature Reviewmentioning

confidence: 99%

Learners’ experiences of creative writing in English First Additional Language: Pedagogical implications

Nondabula,

Nomlomo

2023

JLAT

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This paper is based on a qualitative study that investigated Grade 9 learners' experiences of creative writing in English first additional language (FAL). Following a social constructivist approach to learning, the paper argues that creative writing is a complex process that demands cognitive and metacognitive skills, so that the language in which learners write matters, since it determines the quality and level of creativity that learners portray in their writing.

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“…When sociocultural theory is combined with translanguaging, many affordances and learning opportunities are created for students throughout their cooperative social interactions (Yuan & Yang, 2023). The diverse linguistic origins of instructors and students can be used as beneficial resources for the teaching and learning process, in line with Vygotsky's sociocultural theory (Ngubane et al, 2020). This aligns with the ideas of translanguaging pedagogy, which aims to enhance equity in educational opportunities by having educators incorporate students' language repertoire into the classroom setting.…”

Section: Introductionmentioning

confidence: 95%

Indonesian Suburban Area EFL Teachers' Perspectives on Translanguaging

Maryansyah,

Syafryadin,

Badeni

et al. 2024

REGISTER J.

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Bilinguals and multilingual people use translanguaging, which is the technique of using different linguistic components or forms of independent languages to improve communication. When incorporated into teaching methods, translanguaging strategies enable educators to bridge linguistic gaps and support the learning of a foreign language. Despite the perceived advantages of translanguaging, variations in teachers' perceptions create ideological barriers, hindering students from fully embracing translanguaging. This study intends to investigate the perspectives of Indonesian teachers teaching in suburban areas on translanguaging in English language instruction in order to obtain a deeper knowledge of this subject. This study used semi-structured interviews using a qualitative research design to go deep into teachers’ insights on the topic. The result of the study shows that the participants had a generally positive perception on translanguaging and used a variety of translanguaging strategies in their teaching methods, such as the use of contextual cues, cooperation, student-centered approaches, and bidirectional translation. The result of this study also shows participants’ perspective on a crucial need to include translanguaging to support low proficiency level EFL students in their classrooms. In addition, the finding reveals teachers’ perspectives on ramifications of translanguaging when it is used in EFL classes. The findings can be valuable for education stakeholders, particularly in suburban areas, guiding design of lessons with translanguaging practices that cater to learners’ needs in English as a Foreign Language (EFL) classrooms.

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Translanguaging pedagogy in selected English First Additional Language writing classrooms

Cited by 9 publications

References 17 publications

Translanguaging in Malaysian ESL Classroom: Teachers’ Perceptions

Translanguaging in Malaysian ESL Classroom: Teachers’ Perceptions

Learners’ experiences of creative writing in English First Additional Language: Pedagogical implications

Indonesian Suburban Area EFL Teachers' Perspectives on Translanguaging

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