The Application of Translanguaging in an English for Specific Purposes Writing Course

Chen, Fay; Tsai, Shu-Chiao; Tsou, Wen-Li

doi:10.1007/s42321-018-0018-0

Cited by 29 publications

(22 citation statements)

References 17 publications

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“…TLAN became an agentive pedagogy for the students to convey their understanding of the listening selection/s with their peers and experienced more engaging listening task process/es. The results of the present study backed up those of the studies investigated by Al-Bataine & Gallagher (2018), Chen et al (2019), Ha et al (2021), andSulaiman et al (2020). These scholars reported that the application of TLAN in the classroom activates the students' prior knowledge towards the topic, enables them to convey their thought with friends and groupmates, enhances their confidence and communicative fluency, and aids them to achieve a more meaningful understanding of the subject matter.…”

Section: Discussionsupporting

confidence: 84%

“…Another empirical study with regard to the pedagogical application of TLAN was investigated by Chen, Tsai, & Tsou (2019). They reported that implementing TLAN pedagogy can improve college students' writing skill across three writing areas: content of their written drafts by increasing their background knowledge in the L1 to convey more information and express more of their ideas with their peers; literacy was also enhanced manifested on the number of correct sentence structures in their final drafts; and style which was revealed from their academic style of writing.…”

Section: Tlan As a Pedagogymentioning

confidence: 99%

“…Listeners translanguage to express themselves creatively and more meaningfully, to connect to a given listening selection and to self-monitor and evaluate their performance, to identify listening difficulties, and to promote their own self-development as listeners. Many studies have demonstrated the effective use of translanguaging; however, these studies often concentrated on speaking skill (Ha et al, 2021); reading skill (Mgijima & Makalela, 2021); and writing skill (Chen et al, 2019). There have been no studies that focused on the use of TLAN to improve learners' listening skill.…”

Section: Introductionmentioning

confidence: 99%

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Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom

Robillos¹

2023

INT J INSTRUCTION

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Burgeoning studies have demonstrated the effective use of translanguaging (henceforth, TLAN) pedagogy; however, these studies often concentrated on speaking, reading, and writing skills. There have been no studies, to date, that focused on the use of TLAN with regard to the listening skill. Furthermore, there has been a heightened concern to implement TLAN with a pedagogical approach to facilitate better listening comprehension tasks. Thus, this study examined the impact of translanguaging with pedagogical cycle on students' listening comprehension performance and L2 learning. A sequential mixed-method type of research was employed using a pre-and post-test design. Furthermore, an intact group of 15 First Year college students was purposively selected as samples and underwent 10 sessions of applying TLAN with a pedagogical cycle used as the intervention. Results reveal a significant difference in participants' listening comprehension performance as manifested by a higher mean score after the intervention. A positive improvement was also revealed regarding their L2 learning as manifested on their four listening comprehension quizzes in terms of structure, grammar, supporting details, lexical resource, and content organization. Furthermore, the participants perceived that using TLAN is normal and not a disrespectful practice for them as EFL learners. Qualitative findings disclose that the participants have welcomed the use of the intervention to aid their listening comprehension processes. The paper addresses the agentive potential of TLAN with pedagogical approach, thus, it could be included as a beneficial pedagogical method to leverage students' dynamic language practices, promote listening comprehension, and foster language learning.

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Section: Discussionsupporting

confidence: 84%

Section: Tlan As a Pedagogymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom

Robillos¹

2023

INT J INSTRUCTION

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“…Sano (2018) investigated how translanguaging in pre-writing discussions influences the production of Japanese students' English writing. Chen et al (2019) examined how college English majors utilized translanguaging, including home languages, target language, and online tools, to produce writing of better quality. Turnbull (2019) investigated the effects of weak and Wang and Li Asian.…”

Section: Oral Corrective Feedback In Second Language Learningmentioning

confidence: 99%

Translanguaging pedagogy in tutor’s oral corrective feedback on chinese EFL learners’ argumentative writing

Wang

2022

Asian. J. Second. Foreign. Lang. Educ.

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Translanguaging pedagogy has widely attracted interests from studies of second or foreign language teaching. Corrective feedback has long been recognized for its value on improving second language learning outcomes. However, limited attention has been given to the potential influence of translanguaging in the process of corrective feedback on learners’ second language writing performance, especially the influence of oral corrective feedback. This paper aims at exploring the effects of translanguaging in tutors’ oral corrective feedback (OCF) on Chinese EFL learners’ argumentative writing in six-week writing tutorials. 12 first-year Chinese college students and a Chinese tutor of English participated in the study at a university in Central China. The findings showed positive effects of translanguaging in OCF on Chinese EFL students’ argumentative writing performance. It attempts to make some contributions to EFL writing instruction. Teachers can alter their monolingual medium of English only to adapt to students’ needs, focus on students’ language practices, and create a language education ecological environment through translanguaging pedagogy.

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“…Additionally, it also helps to transform the reader to use translanguaging for transformation and use of translanguaging for rhetorical engagement of the reader. Chen, Tsai and Tsou (2019) mentioned that students use translanguaging to convey more information, express ideas and use more academic vocabulary. Apart from that, translanguaging practices in writing are used by students to consider audience orientation, build bilingual identities, and perform sociolinguistic and metalinguistic perspectives (Lee and García, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Translanguaging Praxes in Pakistani Multilingual ESL Classrooms of First-Year Students at University Level

Atta¹,

Naqvi²

2022

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Though the use of L-1 in multilingual ESL classrooms is abandoned; recent research suggests the significance of using a complete linguistic repertoire. The use of a complete linguistic repertoire implies the free use of all kinds of knowledge of languages. It is linked with translanguaging, which involves the use of two languages in a fluid way to organize mental processes in learning. Adopting the framework of translanguaging and theory of language mode this study has identified the specific ESL classroom situations where students used their complete linguistic and semiotic repertoire during English reading and writing, particularly and during general interaction in the classroom. Moreover, it also explores the motives behind the use of complete linguistic repertoire in identified situations. The data for this experimental study were collected through field notes of classroom observations, video recordings during the intervention, and interviews of teachers and students after the intervention. The findings show that students use their complete linguistic repertoire to negotiate meaning, develop metalinguistic awareness and communicate fearlessly and without anxiety in various situations like brainstorming, outlining, instructions, question statements, jokes, and normal interaction with a teacher and their pairs. The study concludes that by paying attention to the mentioned specific situations, teachers may opt for translanguaging pedagogy in their lesson plans to enhance the L-2 learning process.

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The Application of Translanguaging in an English for Specific Purposes Writing Course

Cited by 29 publications

References 17 publications

Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom

Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom

Translanguaging pedagogy in tutor’s oral corrective feedback on chinese EFL learners’ argumentative writing

Exploring Translanguaging Praxes in Pakistani Multilingual ESL Classrooms of First-Year Students at University Level

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