8 Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus

Neokleous, Georgios

doi:10.21832/9781788926423-013

Cited by 2 publications

(3 citation statements)

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“…Recent studies by Karpava (2022a,b) showed that EAL teachers had a positive attitude toward multilingualism, multiculturalism, and inclusive education, and they believed that these aspects should be promoted. The study by Neokleous (2022) on learner and in-service teacher attitudes toward translanguaging in multilingual EAL classrooms in Cyprus suggests language policy, teacher training courses, and lesson planning perspectives in Cyprus need to be reconsidered in the light of the multilingual turn in education and the increasing linguistic and cultural diversity on the island. The study of Stavrou (2020) in a primary classroom in Cyprus found that the use of both dialectal varieties (CG and SMG) and implementation of translanguaging pedagogy were beneficial for students' knowledge development, better understanding of the material, and the creation of communicative spaces.…”

Section: Multilingual Pedagogies In Cyprusmentioning

confidence: 99%

Comparing pre-service teacher attitudes toward the use of students’ home language(s) in linguistically diverse English as an additional language classrooms in Norway and Cyprus

Neokleous,

Karpava

2023

Front. Educ.

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BackgroundGlobalization, increased transnational mobility, and growing refugee populations have shifted the focus from traditionally monolingual to incrementally multilingual and multicultural classrooms and have put a significant mark on language teaching. Attention to multilingualism and multiculturalism in educational settings is important to raising awareness and recognition of linguistic and cultural diversity at the individual and societal levels.MethodsThis comparative study investigated the beliefs of 59 pre-service teachers in Norway and Cyprus regarding the use of students’ home language(s) (HLs) in increasingly linguistically diverse English as an Additional Language (EAL) settings. The teachers were observed during their teaching practicum and were interviewed with respect to their views, beliefs, and self-reflections on the impact and role of HL for EAL teaching and learning purposes.ResultsThe analysis of the data revealed that more than half of the participants in both countries were in favor of employing multilingual pedagogies. However, most of them acknowledged certain challenges in their practical implementation and the need for further training.ConclusionThe study concludes with the authors stressing the catalyst role teacher educators could play in making EAL classrooms more inclusive for multilingual learners.

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Section: Multilingual Pedagogies In Cyprusmentioning

confidence: 99%

Comparing pre-service teacher attitudes toward the use of students’ home language(s) in linguistically diverse English as an additional language classrooms in Norway and Cyprus

Neokleous,

Karpava

2023

Front. Educ.

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“…Understanding language learners' perceptions, especially in multilingual settings, has been of interest to researchers in recent years (Krulatz, et al, 2022;Neokleous, 2022;Haukas et al, 2022). Being aware of students' perceptions is essential to meeting their needs; as Kumaravadivelu (1991) has emphasized, "the more we know about the learner's personal approaches and personal concepts, the better and more productive our intervention will be" (p. 107).…”

Section: Introductionmentioning

confidence: 99%

“…Teachers should also be encouraged to welcome and to bene t from students' linguistic repertoires to make learning more meaningful for them through means such as code-switching and translanguaging (Neokleous, 2022).…”

Section: Introductionmentioning

confidence: 99%

International Multilingual Students’ Perceptions of Learning English in a Multilingual Setting

Al-Roomy

2023

Preprint

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Students’ perceptions about learning in English influence the way they approach their learning either toward the target language itself or toward the learning in general. This paper aims to probe participants’ perceptions of learning a foreign language in the United States in multilingual settings. Using the snowball technique, seven participants were recruited for the purpose of the study. Later, focus group interviews were carried out to collect data and were analyzed using the NVivo software. The findings demonstrated that participants held different perceptions before and after studying in the US that positively or negatively affected their English learning. The most frequent themes were related to the high quality of learning in the US, which increased students’ motivation to study with native English teachers. Students’ prior learning experiences were another theme that emerged; these experiences were overcome when students adjusted their learning and looked for best learning practices. They took advantage of being in the US to practice their English in authentic situations. The least frequent themes were motivation and accent, which students believed were less important in their learning. After an analysis of these findings, this paper concludes with some pedagogical implications and recommendations for further research.

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8 Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus

Cited by 2 publications

References 0 publications

Comparing pre-service teacher attitudes toward the use of students’ home language(s) in linguistically diverse English as an additional language classrooms in Norway and Cyprus

Comparing pre-service teacher attitudes toward the use of students’ home language(s) in linguistically diverse English as an additional language classrooms in Norway and Cyprus

International Multilingual Students’ Perceptions of Learning English in a Multilingual Setting

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