Reviewing Translation and L1 in Language Pedagogy from Translanguaging Lenses

Kabir, Mian Md. Naushaad

doi:10.36832/beltaj.2019.0301.03

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…Translation equips the learners with what is necessary to differentiate between negative and positive transfer of meaning between the L1 and L2 (Marqués-Aguado & Solís-Becerra, 2013). Additionally, translation as a medium for studying ESP aids the learners in becoming aware that there are more corresponding words in the L2 for each word in their L1 (Mollaei et al, 2017;Kabir, 2019;Leonardi, 2011).…”

Section: Simplifying Comprehension and The Designing Of Tasksmentioning

confidence: 99%

A Translation Turn in ESP Classrooms: The Use of the Source Language to Teach the Target Language

Boukranaa,

Sandy

2024

IJLLT

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The use of translation as a method for teaching English for Specific Purposes has recently gained attention. Historically speaking, the use of translation has been regarded as a constraint to learning a second language, especially considering the negative reputation of the Grammar-Translation school. However, current research has shown that translation could be used as an effective teaching method in ESP classes at the university level. This research aims to scrutinise published research about translation employment in ESP classrooms. The paper scrutinises 25 Articles using inductive thematic analysis. The articles under scrutiny resulted from a systematic literature search of Google Scholar, Web of Science, and Ebsco. The inductive thematic analysis led to the discovery of themes linked to the learner and translation activities and teaching practices, including defining learners’ level, course specifications and designing, academic and administrative instruction, translation as a communication tool, enhancing speaking accuracy, consolidating the learners' lexical repertoire and strengthening comprehension skills. Implementing translation activities in ESP classrooms is prominent in consolidating the four skills. The results of this paper suggest that the application of Translation in ESP classrooms as an aiding tool is a pivotal issue that English language teaching practitioners should consider.

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Section: Simplifying Comprehension and The Designing Of Tasksmentioning

confidence: 99%

A Translation Turn in ESP Classrooms: The Use of the Source Language to Teach the Target Language

Boukranaa,

Sandy

2024

IJLLT

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“…Alongside this, it also intends to assess the efficacy of applying the translanguaging process in EAP classes at the university level and relate it to the perspectives of various stakeholders towards the translanguaging process. There are a few works on the relationship between translanguaging, transglossia, and translation in the context of Bangladeshi society (Sultana, 2015;Kabir, 2019), translanguaging in STEM classrooms (see Rahman & Singh, 2022), but little research on teachers' and students' attitudes toward translanguaging in the ESP classroom at the university level in Bangladesh.…”

Section: Introductionmentioning

confidence: 99%

Translanguaging Pedagogy in the EAP Classroom of Private Universities in Bangladesh

2022

JHETP

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Translanguaging has become a topic of discussion in recent decades. Private institutions at Bangladesh's tertiary level have adopted English as the Medium of Instruction (EMI) to strengthen students' language abilities and make them proficient in English so they may confidently face the world. However, English remains the only language of instruction in educational institutions, as students only converse in English with their teachers but use their mother tongue with their classmates. Recent international research has demonstrated that when the target language is taught in the mother tongue, translanguaging is an effective technique. This study adopted a mixed-methods technique to determine teachers' and students' views toward translanguaging. The statistics indicate that students have a favorable opinion of the technique, whereas teacher perceptions differ. Nonetheless, it also suggests that students demand maximum exposure to their original language, which is not attainable in EAP contexts. Due to their existing knowledge and experience, teachers cannot accept translanguaging. The research indicates that there is a moderate amount of mother language usage in EAP classrooms.

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Reviewing Translation and L1 in Language Pedagogy from Translanguaging Lenses

Cited by 2 publications

References 16 publications

A Translation Turn in ESP Classrooms: The Use of the Source Language to Teach the Target Language

A Translation Turn in ESP Classrooms: The Use of the Source Language to Teach the Target Language

Translanguaging Pedagogy in the EAP Classroom of Private Universities in Bangladesh

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