The belief that the native language practices of individuals improve their competence in a foreign language gave rise to a number of bilingual language pedagogies, one of which is translanguaging. This term does not merely refer to switching between two languages, on the contrary, it involves a systematic use of two languages in a particular language teaching activity. In this study, English language teachersâ€™ perceptions of translanguaging were examined through a questionnaire. Classroom observations were done to examine for what purposes they apply the use of L1 in their teaching and semi-structured interviews were done to figure out the reasons of the differences between their perceptions and actual use of L1. The participants of the study were English language teachers (EFL) who work at state and private schools in Turkey. The Likert-type items in the questionnaire were analyzed quantitatively using descriptive statistics and the data gathered from open-ended questions in the questionnaire, classroom observations and semi-structured interviews were exposed to structural-coding analysis. The results showed that EFL teachersâ€™ perceptions were not akin to their practices. Although they held positive views about translanguaging in some particular situations, they did not frequently employ this pedagogy due to the expectations of their institutions, colleagues and parents of their students. Â

/pdf/translanguaging-in-efl-classrooms-teachers-perceptions-and-4burbdoxox.pdf

Translanguaging in EFL classrooms: Teachers’ Perceptions and Practices

This article explores university English as a Second Language (ESL) instructors’ attitudes toward translanguaging in the classroom and possible reasons for instructors’ resistance in moving translanguaging ideology into English language teaching pedagogy. Many researchers have forwarded translanguaging as a theoretical and pedagogical approach to language education because of its potential cognitive, social, and affective benefits. A translanguaging pedagogy calls for instructors to affirm the dynamic and diverse language practices that multilingual students utilize as part of their unitary language repertoire. However, because English-only pedagogies, policies, and practices still permeate the ESL classroom, it is critical to understand how ESL instructors’ language ideologies and orientations play a role in shaping their pedagogical practices and classroom language policies. Using Ruíz’s orientations in language planning and translanguaging theory, this study examined the language orientations of five ESL instructors at a major Canadian university based on qualitative data gathered through semistructured interviews. The findings provide insights into instructors’ attitudes toward translanguaging, the relationship between instructors’ language learning experiences and their classroom language policy, and institutional opportunities and constraints. \nLe présent article explore les attitudes des professeurs d’anglais langue seconde (ESL) au niveau universitaire face au translangagisme en salle de classe ainsi que les raisons possibles de leur résistance à l’introduction de l’idéologie translangagière dans la pédagogie de l’enseignement de l’anglais. De nombreux travaux de recherche renvoient au translangagisme comme démarche théorique et pédagogique d’enseignement des langues en raison de ses avantages cognitifs, sociaux et affectifs. La pédagogie translangagière invite les professeurs à soutenir le dynamisme et la diversité des pratiques langagières que les étudiantes et étudiants multilingues utilisent déjà dans le cadre de leur répertoire linguistique unitaire. Toutefois, puisque l’enseignement de l’anglais langue seconde en classe reste imprégné de pédagogies, de politiques, et de pratiques exclusivement anglophones, il est essentiel de comprendre le rôle que jouent les idéologies et les orientations des professeurs d’anglais langue seconde dans la formation de leurs pratiques pédagogiques et de leurs politiques d’enseignement en classe. S’inspirant des orientations de Ruíz en matière de planification langagière et de théorie translangagière, la présente étude examine les orientations linguistiques de cinq professeures et professeurs d’anglais langue seconde dans une grande université canadienne à l’aide de données qualitatives recueillies dans le cadre d’entrevues semi-structurées. Les conclusions de l’enquête aident à mieux comprendre les attitudes des professeurs face au translangagisme, la relation entre les expériences d’apprentissage langagier des professeurs, et leur politique langagière en classe ainsi que les possibilités et les contraintes institutionnelles.

/pdf/translanguaging-as-resource-university-esl-instructors-3ijd0kiip1.pdf

Translanguaging-as-Resource: University ESL Instructors’ Language Orientations and Attitudes Toward Translanguaging

This study investigates the potential impact of translanguaging pedagogy on EFL learners’ four language skills, as well as their perceptions towards its in-class implementation as a pedagogy. The s...

https://www.tandfonline.com/doi/pdf/10.1080/17501229.2021.1892698

Translanguaging in the development of EFL learners’ foreign language skills in Turkish context

Translanguaging, as an approach to language, bilingualism, and bilingual education, considers all linguistic resources available to learners without partitioning their use and is essential for promoting student learning in the twenty-first century. Knowledge of university students’ beliefs about language use must be uncovered and examined; however, existing research has predominantly investigated perceptions of students in universities outside of the USA. In the present study, graduate students’ views about translanguaging practices were examined. Data were collected through a survey instrument and then analyzed using descriptive statistics. Results show that graduate students’ beliefs about translanguaging are highly positive, particularly for social settings and L2 learnings.

Graduate Students’ Perceptions of Translanguaging

Background:  The teaching of reading strategies that enhance comprehension is a priority for many practising lecturers involved in academic literacy programmes. However, due to the unprepared nature of a large section of students entering the Higher Education system, a number of students have been found to lack basic literacy skills such as reading for comprehension. A plethora of studies has been conducted locally and internationally with the aim of finding solutions to help students who struggle with text comprehension, especially at university level. Objectives:  The purpose of this research is to show how paraphrasing as a strategy can be combined with a translingual approach to instruct students explicitly on how to read and comprehend texts Method:  Using a group of first-year multilingual medical students, this research included translanguaging as an additional component to the use of paraphrasing as a reading comprehension strategy. Results:  The paper provides insight into how translanguaging can be used to assist multilingual students to understand texts through paraphrasing. Drawing empirical data from classroom activities, this paper shows how lecturers can help students to use translanguaging and paraphrasing as metacognitive strategies to help improve their comprehension of texts. Conclusion:  Finally, the importance of allowing students to utilise their multilingual repertoires is emphasised and reiterated, through translanguaging, in order to enhance learning.

/pdf/using-a-translanguaging-approach-in-teaching-paraphrasing-to-184qsuzlsl.pdf

Using a Translanguaging Approach in Teaching Paraphrasing to Enhance Reading Comprehension in First-Year Students.

Translanguaging in the classroom is gaining traction as a viable pedagogical choice. Often overlooked, though, are the students’ attitudes in response to strategic classroom translanguaging. This study seeks to determine whether students’ language attitudes influence their perceptions of an instructor’s translingual pedagogy. The study took place in an undergraduate psychology classroom at the University of Puerto Rico, Mayaguez, and involved a case-study approach and analysis of survey results. The results show this particular group of students has a neutral to positive outlook on classroom translanguaging. The high number of neutral responses may mean students are indifferent to translingual pedagogy or that these students are conditioned to work within a context where code switching and translanguaging happen frequently.

/pdf/analyzing-student-perceptions-on-translanguaging-a-case-2p7gm2jvy3.pdf

Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom

4. Translanguaging in University Literacy Practice: Bilingual Collaboration Around English Texts

Heritage in Decline: The Detriments and Dangers of Heritage Language Loss

While interest in pedagogical translanguaging has grown, it continues to be an underresearched area of study. The purpose of this study is to better understand student response to the use of strate...

Pedagogical Translanguaging in a Puerto Rican University Classroom: An Exploratory Case Study of Student Beliefs and Practices:

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Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom

4. Translanguaging in University Literacy Practice: Bilingual Collaboration Around English Texts

Heritage in Decline: The Detriments and Dangers of Heritage Language Loss

Pedagogical Translanguaging in a Puerto Rican University Classroom: An Exploratory Case Study of Student Beliefs and Practices: