Translanguaging Practices of Multilingual Learners of German

Sahr, Annabell

doi:10.30958/aje.7-1-3

Cited by 5 publications

(2 citation statements)

References 57 publications

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“…Similarly, Sahr (2020) study suggested that translanguaging is a successful approach to sell language acquisition and as an approach to combine and encompass students. It is viewed that language is used as a dynamic and functionally.…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Attitude towards Translanguaging Strategy in a Classroom Setting at Private Universities of Lahore

Batool

2022

plhr

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The purpose of this study was to analyse the students' attitudes towards their teachers' use of their mother tongue or local languages as a medium of instruction. To explore the attitudes of the students towards translanguaging, a quantitative survey was conducted. All the BS Hons. (English) level students of private universities in Lahore were the population of this study. By employing simple random sampling technique, 200 students from private universities of Lahore were recruited as a sample of the study. The data was collected through an adapted questionnaire from the work of Nambisan ( 2014). The frequency of each questionnaire item was analysed on SPSS, and the overall result from students' attitudes revealed that students want their first language to be used by their English teachers in English language classroom. This research recommends increasing linguistic resources in an educational setting and to do experimental or case study to measure the true effect of this strategy on students' learning by future researchers.

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Section: Literature Reviewmentioning

confidence: 99%

Students’ Attitude towards Translanguaging Strategy in a Classroom Setting at Private Universities of Lahore

Batool

2022

plhr

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“…In its place, a monolingual system becomes central. Learners' home languages are not perceived as a pedagogical tool that aids learning but as a hindrance or a problem to overcome (Mkhize 2016;Sahr 2020). These monoglossic classroom practices that give no regard to the acquired linguistic repertoires that a multilingual child carries into the classroom environment are among many factors that negatively impact classroom performance and put more learners at an educational disadvantage (Probyn 2019;Wildsmith-Cromarty & Balfour 2019).…”

Section: Introductionmentioning

confidence: 99%

Learners’ reception of translanguaging as a model for reading English L2 texts

Mabena

2023

jlat

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Language is the mediator of two critical aspects of a child's education: identity and knowledge. Through language, learners can make sense of who they are and make sense of the world around them. However, the teaching of English second language in several schools in South Africa is such that a learner's identity, best described in their own indigenous languages, is not mirrored in the classroom and, in its place, a monolingual system (English-only) becomes central. Their acquired linguistic repertoire as multilingual learners is considered a hindrance to learning, not a resource. This paper assesses learners’ reception of translanguaging pedagogy as a model for reading English texts. It further seeks to take the debate about the paradox of translanguaging forward to determine if translanguaging is a unitary, differentiated system, or both. Exploring data in the form of class observations and interviews, the study reveals that translanguaging as a model for reading English L2 texts is well-received by learners as a practical and valuable pedagogical approach that can potentially improve English L2 performance. The results further establish the existence of both the unitary and the differentiated systems of translanguaging. In the end, the study's recommendations for transforming multilingual classrooms are discussed.

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Stichwort: Implementationsforschung zwischen Intervention und Transfer im Kontext von Mehrsprachigkeit und sprachlicher Bildung

et al. 2021

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ZusammenfassungIm vorliegenden Beitrag wird ausgehend von der Unterscheidung in einen weiten und einen engen Implementationsbegriff nach Schrader et al. (2020) ein Überblick über den Stand der Implementationsforschung zu sprachlicher Bildung mit einem Schwerpunkt auf Mehrsprachigkeit gegeben. Dafür wird zunächst eine Systematik zum Verständnis von Implementationsforschung vorgelegt, an die sich eine Darstellung der zwei großen bundesweiten Programme im Feld der sprachlichen Bildung in Deutschland – FörMig und BiSS – anschließt, um den Entwicklungsprozess der Forschung zu Implementation von sprachlichen Bildungsmaßnahmen nachzuzeichnen. Im Anschluss werden weitere aktuelle Studien zur Sprachbildung und -förderung im Elementarbereich gesichtet und – als exemplarischer Blick auf die internationale Forschung zur Implementation mehrsprachiger Bildung – Ergebnisse zum Ansatz des Translanguaging präsentiert. Der Beitrag schließt mit einer Standortbestimmung der aktuellen Implementationsforschung zu sprachlicher Bildung und Mehrsprachigkeit anhand von zusammenfassenden Thesen zu Anlage und Gelingensbedingungen von Implementation in der sprachlichen Bildung.

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Translanguaging Practices of Multilingual Learners of German

Cited by 5 publications

References 57 publications

Students’ Attitude towards Translanguaging Strategy in a Classroom Setting at Private Universities of Lahore

Students’ Attitude towards Translanguaging Strategy in a Classroom Setting at Private Universities of Lahore

Learners’ reception of translanguaging as a model for reading English L2 texts

Stichwort: Implementationsforschung zwischen Intervention und Transfer im Kontext von Mehrsprachigkeit und sprachlicher Bildung

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