Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university

Zhang, Rui; Chan, Brian Hok-Shing

doi:10.1080/13670050.2021.1978383

Cited by 9 publications

(4 citation statements)

References 22 publications

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“…It is defined as “a pedagogical theory and practice that refers to instructional strategies which integrate two or more languages” (Cenoz & Gorter, 2022, p. 18). We would like to clarify that whilst there is some degree of spontaneity in teachers’ translanguaging practices in classrooms, we categorize these as pedagogical translanguaging because they retain certain pedagogical goals, such as promoting students’ linguistic and academic development (Zhang & Chan, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Research into pedagogical translanguaging usually adopts one of the two approaches: utilizing pedagogical translanguaging as an analytical lens to explore aspects of learning in content classrooms (Lu et al., 2023), or examining pedagogical translanguaging practices as an effective teaching/learning strategy in language classrooms (Zhou et al., 2022). Within the Chinese context, pedagogical translanguaging has been researched in a variety of language classrooms including Chinese, English, and minority languages (Wang, 2021; Zhang & Chan, 2022). Some studies look into teachers’ translanguaging pedagogies while others explore other stakeholders’ perceptions and experiences (Liu et al., 2022; Wang & Shen, 2024; Zhang et al., 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In response to recognition of the limitations imposed by monolingual approaches in language education, translanguaging offers a novel understanding of how multilingual and multimodal resources can be orchestrated interactively and flexibly to facilitate meaning‐making (García & Li, 2014). In educational settings, translanguaging has frequently been adopted as an empowering strategy, enabling teachers and students to harness their full linguistic and semiotic repertoires in order to enhance comprehension and promote interaction (Zhang & Chan, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Facilitating content learning through translanguaging in secondary EMI science classrooms

He,

Zhou

2024

Int J App Linguistics

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Despite the rigorous efforts made to promote the use of English as a medium of instruction (EMI), EMI teachers still face linguistic and pedagogical challenges in effectively delivering subject content in English. Previous research has revealed that, faced with such challenges, teachers employ various strategies to make subject knowledge accessible to students, including pedagogical translanguaging. However, there is little empirical evidence of how EMI teachers deploy pedagogical translanguaging to facilitate content learning in secondary science classrooms, particularly in countries or regions where English is not widely used outside schools. Against this backdrop, the current study adopts a qualitative approach to examine the pedagogical translanguaging practices of two EMI science teachers, as well as the factors contributing to their practices at an international secondary school in Shanghai, China. The methods used were video‐assisted classroom observation and semi‐structured interviews. These were subjected to multimodal conversation analysis and thematic analysis, respectively. The findings reveal that teachers’ pedagogical translanguaging practices involve strategically incorporating and orchestrating all multilingual, multimodal, and multisemiotic resources available to facilitate meaning‐making and enhance students’ comprehension of subject knowledge. Meanwhile, personal, social, and contextual factors play an important role in shaping teachers’ pedagogical translanguaging practices. This study showcases pedagogical translanguaging as a strategic means to create space for teaching and learning in EMI contexts, and provides useful insights into potential improvements to EMI pedagogy.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Facilitating content learning through translanguaging in secondary EMI science classrooms

He,

Zhou

2024

Int J App Linguistics

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“…The research focus of 27 studies was on the exploration of classroom practice. In terms of the purposes or functions of translanguaging, it was found that L1 was used strategically in conducting brainstorming sessions or discussions (Atta & Naqvi, 2022 (Anderson, 2022;Zhang & Chan, 2022;Zhou, 2021), and to provide explanation of complex concepts (Anderson, 2022;Emilia & Abdul Hamied, 2022;Mukhopadhyay, 2020;Shepard-Carey, 2022). However, in a single study, the use of L1 led to heated discussions to the extent that it was not conducive to TL learning (Awayed-Bishara et al, 2022).…”

Section: Pedagogical Translanguaging Practice In the Classroommentioning

confidence: 99%

Pedagogical Translanguaging as A Practice in the ESL or EFL Classrooms: A Scoping Review

Syahirah Raduan,

Abdul Aziz

2023

IJARPED

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Over the years, there has been a rise in awareness of translanguaging among bilingual students and teachers. Nevertheless, thus far, little study has reviewed the implementation of the pedagogical practice of translanguaging in the context of English as a second or foreign language (ESL/EFL) classrooms. Therefore, this review focuses on synthesising existing research that was conducted between 2018 and 2022. This review aims to outline the characteristics of existing empirical studies on pedagogical translanguaging in ESL/EFL classrooms. This scoping review was guided by the PRISMA for Scoping Review (PRISMA-ScR). The five-stage framework developed by Arksey and O'Malley was utilised as the basis for this scoping review. A total of 50 empirical studies between 2018 and 2022 were retrieved from four electronic databases: Google Scholar, Scopus, Education Resources Information Centre (ERIC), and Web of Science (WoS). The articles were reviewed and descriptively analysed. The findings indicated that the studies were predominantly conducted in Asia (n=40; 80%), while the research focus of most of the studies was on translanguaging practice in the classroom (n=27; 54%). Based on the pattern of previous studies, the review presented several recommendations for future research. The limitations of this review were also discussed.

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Contradictions in Making 中文 (Zhōngwén/Chinese) Learnable

Han

2022

Postmonolingual Transnational Chinese Education

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Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university

Cited by 9 publications

References 22 publications

Facilitating content learning through translanguaging in secondary EMI science classrooms

Facilitating content learning through translanguaging in secondary EMI science classrooms

Pedagogical Translanguaging as A Practice in the ESL or EFL Classrooms: A Scoping Review

Contradictions in Making 中文 (Zhōngwén/Chinese) Learnable

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