Confronting ideologies: A discourse analysis of in-service teachers’ translanguaging stance through an ecological lens

Deroo, Matthew R.; Ponzio, Christina

doi:10.1080/15235882.2019.1589604

Cited by 56 publications

(36 citation statements)

References 31 publications

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“…According to García, Johnson, and Sel er (2017), the specifi c core components of a translanguaging pedagogy include (a) a translanguaging stance, which is the belief that the diverse language practices of students are valuable resources that should be used in the classroom; (b) a translanguaging design, which involves the design of strategic plans (e.g., lesson plans, assessments) that are informed by students' diverse language practices; and (c) translanguaging shifts, which require the ability to make moment-by-moment changes to the lessons according to students' needs. The concept of a translanguaging stance is particularly relevant to our study as we believe that a translanguaging pedagogy requires that instructors adopt a translanguaging stance toward their students' diverse linguistic repertoires (Bailey & Marsden, 2017;Deroo & Ponzio, 2019;García, Johnson, & Sel er, 2017;Haukås, 2016).…”

Section: Translanguagingmentioning

confidence: 99%

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

Burton¹,

Rajendram²

2019

TESL Canada

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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. Le 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.

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Section: Translanguagingmentioning

confidence: 99%

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

Burton¹,

Rajendram²

2019

TESL Canada

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“…This type of linguistic modelling consists of the following methodological steps: discourse analysis This qualitative method of analysis (Brown and Yule, 1983) is primarily designed to identify overarching themes and situated meanings reflected in the discourse space under investigation (Deroo and Ponzio, 2019). In the case of our research, another reason this step is used is to single out the elements of FLT discourse which bear certain axiological charges.…”

Section: Pragmatic and Axiological Linguistic Modelling: A "Theory-tomentioning

confidence: 99%

The real value of words: how target language linguistic modelling of foreign language teaching content shapes students’ professional identity

Bagiyan

Shiryaeva

Tikhonova

et al. 2021

Heliyon

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The paper focuses on the methods of linguistic analysis in the sphere of teaching foreign languages as a form of shaping students' identity. By putting forward the hypothesis that proper language acquisition should be based on fundamental cultural values and their adequate linguistic interpretation, we propose the pragmatic and axiological linguistic modelling as an indispensable FLT tool, develop its methodology and prove its future validity on the material of FLT discourse. The research gives a step-by-step explanation of how to implement this modelling through discourse analysis, pragmatic-communicative analysis, functional and linguoaxiological analysis. This procedure foregrounds dominant axiological spheres through the process of constructing value-charged concepts of the professional FLT discourse. From the standpoint of generating FLT material, the method helps to reflect most important professional processes and purposefully form students' professional competences necessary in the sphere.

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“…Translanguaging has become an emergent strategy to develop bilingual or multilingual learners' ESL skills through simultaneous and systematic use of an individual's first language and English in teaching and learning sessions (Conteh, 2018;Lewis et al, 2012). As a matter of fact, translingualism has pedagogic potential in the education of ESL as demonstrated in various research (e.g., Akbar & Taqi, 2020;Deroo & Ponzio, 2019;Hu, 2020;Ting & Jintang, 2020). Learners were allowed to use their existing linguistic knowledge in both L1 and target language (L2) to process and apply new language content through translanguaging between Malay and English in a Malaysian preschool (Ting & Jintang, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Learners were allowed to use their existing linguistic knowledge in both L1 and target language (L2) to process and apply new language content through translanguaging between Malay and English in a Malaysian preschool (Ting & Jintang, 2020). Besides, a discourse analysis among in-service teachers in the United States by Deroo and Ponzio (2019) suggested that translanguaging provide opportunities for collaboration between students and teachers to make sense of English learning, leverage learners' L1 as a learning resource for ESL and embrace learners' cultural background in the classroom. Akbar and Taqi also determined translanguaging as an ESL learning strategy works to effectively develop learners' language skills and their ability to express deeper levels of thinking through L2 in oral and written English exercises with accordance to their year 2020 case study in Kuwait.…”

Section: Introductionmentioning

confidence: 99%

“…Yet, translanguaging is still a niche concept in the teaching and learning of ESL (Deroo & Ponzio, 2019) which can possibly be mistaken for code-switching at times where it usually considers the switching of languages in discourse to be grammar focused and occurs as a result of using two separate languages where each language serves a separate function while one of the language use would appear dominant (Ferguson, 1959;Goodman & Tastanbek, 2021;Kamwangamalu, 2010). In contrast, translanguaging is a bilingual's or multilingual's means of achieving learning and communicative goals by accessing their linguistic resources from various languages as a unified system (García, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

Ooi¹,

Aziz²

2021

IJARPED

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The effects of technological advancements, globalization and social progress has enabled researchers and teachers to rediscover and innovate methods of English Language Teaching (ELT) to English as a Second Language (ESL) learners worldwide where more non-native speakers of English who identified as bilinguals or multilinguals enroll in English language classes to develop essential skills for international communication. Yet, teachers in ESL education stand by standardized and classic ELT methodology to teach all types of learners with strong emphasis on English-only use in the classroom in hopes of producing competent users of the English language. This long standing point of view has continually ignored bilingual and multilingual learners' potentials of learning a target language (L2) more effectively by accessing all linguistic resources from their first language (L1) or other familiar languages as a unified system through the practice of translanguaging. Therefore, this systematic literature review paper intends to explore the extent of current researches on translanguaging as an ESL pedagogy or ELT then highlight the potentials, considerations and trends of teaching and learning ESL with translingualism. A total 14 empirical journal articles related to the teaching practice were analysed to find out patterns in relevant research aims or purposes, research settings, research participants' education and multilingual backgrounds, research designs and data analysis used and considerations for ESL translanguaging pedagogy. This paper serves as a guide for ESL educators and researchers on the current use of translanguaging for developing ESL skills productively as well as recommendations for future research.

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Confronting ideologies: A discourse analysis of in-service teachers’ translanguaging stance through an ecological lens

Cited by 56 publications

References 31 publications

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

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

The real value of words: how target language linguistic modelling of foreign language teaching content shapes students’ professional identity

Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

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