Teaching English through pedagogical translanguaging

Cenoz, Jasone; Gorter, Durk

doi:10.1111/weng.12462

Cited by 175 publications

(93 citation statements)

References 52 publications

(59 reference statements)

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“…SLA research in mother tongue influences (van Wyk & Mostert 2016) and on translanguaging (Cenoz & Gorter 2020) support the participants' perception that their target language success is partially a function of the type of competence they already possessed in L1. As many English learners may not come from areas where their L1 had a print form, some foundational knowledge may likely be missing.…”

Section: Mismatchesmentioning

confidence: 89%

“…Not surprisingly, the current scenario in this university reflects various varieties of English as they emerge from areas of the country and are spoken in different parts of Pakistan (Baumgardner 1993;Mahboob 2004;Mahboob & Ahmar 2004;Mansoor 1993Mansoor , 2004Rahman 2015;Talaat 2002). Cenoz and Gorter (2020) have emphasized that the study of world Englishes and the study of translanguaging share some characteristics, which might also be shared with multilingual ideologies.…”

Section: Call For Pedagogical Changesmentioning

confidence: 99%

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Translanguaging and Multilingual Teaching and Writing Practices at a Pakistani University.

Rafi

Fox

2021

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Section: Mismatchesmentioning

confidence: 89%

Section: Call For Pedagogical Changesmentioning

confidence: 99%

Translanguaging and Multilingual Teaching and Writing Practices at a Pakistani University.

Rafi

Fox

2021

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“…Hawkins 1984) and fostering cross-linguistic transfer in the English language classroom through translanguaging pedagogies (cf. Cenoz and Gorter 2020). Several approaches have been developed which can be drawn on in English language education that allow for the exploration of all existing languages and dialects in the classroom, in the surroundings and in society (including language of schooling, foreign languages, migration and heritage languages) and develop sensitivity to language(s) to increase confidence, motivation and ability in learning (Duarte and Günther-van der Meij 2018;Herzog-Punzenberger, Le Pichon-Vorstman, and Siarova 2017;Hélot et al 2018).…”

Section: Discussionmentioning

confidence: 99%

Understanding low outcomes in English language education in Austrian middle schools: the role of teachers’ beliefs and practices

Erling

Radinger

Foltz

2020

Journal of Multilingual and Multicultural Development

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The educational disparities that can be found in the English language learning outcomes of middle school students in Austria have gone relatively unexplored in international research. National studies have tended to attribute lower educational outcomes either to students' socioeconomic status or their multilingual background. In this article, we use the theory of intersectionality to shed new light on how educational disparities that run along socioeconomic lines are tightly entangled with beliefs about students' multilingualism, arguing that these two factors must be explored in tandem to understand educational disadvantage in this context. Our study brings together a rich description of the educational context with a quantitative exploration via questionnaire of the beliefs and classroom practices of 56 English teachers at Austrian middle schools. Analyses of the data allow insight into how teachers' beliefs about their students' abilities, motivations and access to English outside of school and teachers' language use in the classroom all relate to the lower outcomes in English at Austrian middle schools. The article closes by considering the importance of the findings for policy and practice in English language education in Austria, including ideas for the transformation of these.

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“…Teaching English reading and writing is traditionally associated with a monolingual bias and the exclusive use of English language in the educational settings is highly promoted and recommended in many countries worldwide. However, this study asserts that the strict separation of languages can be problematic as it prohibits learners from using resources they have formerly acquired in other languages (Cenoz & Gorter, 2020). Therefore, the previous section endeavors to trace the impact of the monoglossic and heteroglossic approaches on teaching IELTS reading and writing.…”

Section: Discussionmentioning

confidence: 99%

A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego- Translanguaging Lens Approach

Abdulaal¹

2020

AWEJ

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This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners’ reading and writing IELTS scores in Port Said Language Center and to check the influence of the stego-translanguaging approach, two groups of participants were randomly chosen, an experimental group with 33 English as a Foreign Language (EFL) learners from different colleges in Port Said University in Egypt and a control group with 30 EFL learners. The participants in the experimental group followed a heteroglossic pedagogy, whereas the control group followed a strictly non-plurilingual monolingual approach. The results of Kruskal-Wallis test showed that the stego-translanguaging approach was much more influential in teaching IELTS reading than the monoglossic conventional approach with 1.483 as a mean difference between the two groups as (µ1=7) in the experimental group and (µ2= 5.517) in the control group. Another crucial result was displayed by a parametric test conducted to examine the significant differences between the IELTS writing posttest scores in the experimental and the control groups. The test showed that µ1 > µ2 with an estimation difference of 1.535, where µ1= 6.818 and µ2 = 5.28

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Teaching English through pedagogical translanguaging

Abstract: Teaching English has traditionally been associated with a monolingual bias and the exclusive use of English in the classroom is highly recommended in different countries. Nowadays English is 1 wileyonlinelibrary.com/journal/weng World Englishes 2020;39:300-311.

Cited by 175 publications

References 52 publications

Translanguaging and Multilingual Teaching and Writing Practices at a Pakistani University.

Translanguaging and Multilingual Teaching and Writing Practices at a Pakistani University.

Understanding low outcomes in English language education in Austrian middle schools: the role of teachers’ beliefs and practices

A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego- Translanguaging Lens Approach

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