The Advantages and Limitations of Translanguaging in Teaching Third of Additional Languages at the University Level

Włosowicz, Teresa Maria

doi:10.35765/mjse.2020.0917.08

Cited by 3 publications

(3 citation statements)

References 30 publications

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“…However, this could be overcomed when teachers give enrichment activities for the students as a way to encourage and motivate them. Students who are good in a particular language or have been taught not to mix languages may regard the approach of translanguaging as unusual, and they may require encouragement to continue with the learning (Wlosowicz, 2020). From this point, it gives a solution for teachers on how to tackle the higher proficiency student in engaging them throughout the lesson.…”

Section: Somewhat Importantmentioning

confidence: 99%

Translanguaging: Teachers and Pupils’ Challenges in ESL Reading Comprehension Lessons in Chinese Vernacular Primary School

2023

HEOS

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This study was carried out to elicit the challenges faced by both teachers and pupils while translanguaging in ESL reading comprehension lessons. Adopting a mixed-method approach, data from this study were garnered from semistructured interviews, classroom observations and questionnaires with ESL teachers and upper-level primary school pupils who are currently teaching or studying at Chinese vernacular schools in Malaysia. Descriptive analysis was used to analyze the data obtained from the questionnaires while the interviews and classroom observations were audio and video recorded and transcribed. Five challenges faced by the teachers when translanguaging is integrated in reading comprehension lessons were highlighted, which are students' high dependency on translanguaging, timeconsuming, lack of formal policy on the appropriateness of adopting translanguaging. Besides that, demotivation of students' learning may occur when translanguaging was overused by teachers and some high proficiency students unexpectedly do not show appreciation on the use of the first language in ESL classroom.

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Section: Somewhat Importantmentioning

confidence: 99%

Translanguaging: Teachers and Pupils’ Challenges in ESL Reading Comprehension Lessons in Chinese Vernacular Primary School

2023

HEOS

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“…While there are some benefits of translanguaging in teaching English in the classroom, some other opposite findings (Wlosowicz, 2020) showed that some teachers find it difficult to implement the technique as they lack experience doing it. And, students of a beginner level, find it difficult and confusing to hear the teachers change the language during the class.…”

Section: Interviewermentioning

confidence: 99%

Exploring translanguaging as a pedagogical strategy used by the english teacher in EFL classroom setting

Riswanto¹

2022

jpgi

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Translaguaging is a practice in which educators allow the mixing of languages in a bilingual educational setting which can be employed to create an engaged and conducive learning environment. This study aims to analyze the application of translanguaging by English teachers as a pedagogic strategy in learning English. The aim is to find out how the translanguaging technique is used by the teacher in teaching English, and what the impact is obtained from the use of translanguaging in learning English. This research was conducted at SMAN 3 Bengkulu Selatan and the participants were one English teacher and 27 students, namely class XI MIPA I. This research employed a qualitative descriptive study, and data collection techniques were interviews and checklist observations. The findings of this study revealed that teachers employed three techniques in translanguaging when teaching English, and the impact obtained from using translanguaging was positive, including students becoming easier to understand what the teacher is saying, students being more active in responding to teachers, and students' English language skills get better. The authors hope that this method can be applied effectively and according to the needs of students.

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“…Although once considered lower performers than the monolinguals [11], bilinguals are believed to be better performers in the literacy skills and at the same time in the acquisition of second or foreign language. Both teacher and students can take the most benefit of empowering the existing knowledge and language awareness to facilitate understanding and learning [12,13]. The empowerment of these knowledge and awareness was the foundation of pedagogical translanguanging.…”

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confidence: 99%

A Perspective on the Practice of Spontaneous Translanguaging in Indonesia

Halim¹,

Mayuni²,

Setiadi³

2023

Advances in Social Science, Education and Humanities Research

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This qualitative research aims to explore the extent of how teachers in Jakarta, Indonesia have empowered their students' first language in their English classes. There were 100 teacher participants in the semi-structured interview gathered by snowball sampling. In the interview guide, prompts and probes were employed during data collection. The qualitative analytical flows were employed in an interactive model. There were two main conclusions made based on the findings. First, students mostly used Bahasa Indonesia in small group discussions, small talks, and brainstorming activities. Second, teachers used Bahasa Indonesia (1) to instruct home assignments, (2) to provide assistance for students during class activities, and (3) to brainstorm during class activities. The three purposes signified that, at stages where students need to build context and to confirm their understanding (stages 1 and 3), they prefer to use their native language. Therefore, translanguaging can be planned and practiced at these two stages. Moreover, English should be used at other stages in teaching-learning cycle to assure students' achievement in the learning process. There should be a boundary to make students familiar with using English as the classroom language. The research implication addressed by the researchers are that the practice of translanguaging in Indonesia is unplanned, spontaneous translanguaging. Thus, there should be future research to explore more on activities relevant in the integration of pedagogical translanguaging to the English Language Teaching.

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The Advantages and Limitations of Translanguaging in Teaching Third of Additional Languages at the University Level

Cited by 3 publications

References 30 publications

Translanguaging: Teachers and Pupils’ Challenges in ESL Reading Comprehension Lessons in Chinese Vernacular Primary School

Translanguaging: Teachers and Pupils’ Challenges in ESL Reading Comprehension Lessons in Chinese Vernacular Primary School

Exploring translanguaging as a pedagogical strategy used by the english teacher in EFL classroom setting

A Perspective on the Practice of Spontaneous Translanguaging in Indonesia

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