Translanguaging by Design in EFL Classrooms

Escobar, Christian Fallas

doi:10.1080/19463014.2019.1628789

Cited by 18 publications

(7 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study resonates with the findings of Makalela's investigation (2015b), wherein it is posited that the employment of a translanguaging framework constitutes a efficacious strategy for the reconfiguration of linguistic boundaries (Fallas Escobar, 2019). Students prefer to combine both their L1, and their L2 while studying English, despite what was previously believed.…”

Section: Discussionsupporting

confidence: 86%

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

Silalahi,

Widianingtyas,

Murniati

et al. 2023

SMC

View full text Add to dashboard Cite

As the practice of using different languages to extend the process of knowledge construction, translanguaging is often performed in teachers’ corrective feedback in foreign language classrooms. The research aimed to analyze students’ perception of the implementation of translanguaging as a form of oral corrective feedback in an EFL-speaking context at a private university in Indonesia. This study used a mixed-methods sequential explanatory design through two phases of data collection: a questionnaire (N=60) and semi-structured interviews (N=8). The findings of this study indicate that students perceive translanguaging as a beneficial practice in implementing oral corrective feedback in the EFL-speaking classroom, such as increasing the chances for language acquisition, empowering students to take educational risks, creating a more welcoming and socially inclusive learning environment due to students’ diverse language proficiency, and increasing in-classroom participation and engagement. However, it is also perceived that translanguaging should not be used too excessively to avoid confusion amongst students with lower target language proficiency. It is recommended that teachers give students a fair chance to interact meaningfully with more than one language by including translanguaging oral feedback as a pedagogical strategy, to help students reach their academic goals, notice differences in language, and promote bilingualism and biliteracy. The students' positive opinions of translanguaging highlighted its potential as an effective pedagogical technique. It is also hoped that this research becomes a basis for establishing English language teaching policies that are appropriate to the multilingual pedagogical context in Indonesia.

show abstract

Section: Discussionsupporting

confidence: 86%

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

Silalahi,

Widianingtyas,

Murniati

et al. 2023

SMC

View full text Add to dashboard Cite

show abstract

“…Through this approach, teachers and students can interact well in the classroom. In the learning process, translanguaging can occur naturally or by design (Fallas Escobar, 2019).…”

Section: Discussionmentioning

confidence: 99%

Translinguaging in Efl Classroom and Its Impact on Student's Performance at a Secondary School Level: A Systematic Review

La Ode Rasmin,

Nur

2023

EJI

View full text Add to dashboard Cite

Translinguaging is a phenomenon of language use where the people are bilingual or multilingual. Tanslinguaging occurs in the community and schools, both rural and urban areas. At the Indonesian secondary school level, the learning of English as a foreign language (EFL), teachers and students at schools use the target language (English) and the Indonesian language as the official language in the education system. But, local languages also occur and are used in schools for the students who have their local language, including in rural schools. This article uses the literature review method to analyze the use of translanguaging (Indonesian language, local language, and English) in EFL classrooms at schools and its effects. The author collects several national and international journals. The journal was compiled purposively, which related to translanguaging at schools. The literature review found that translinguaging in the EFL classroom influences students' performance with multilingual backgrounds (Indonesian language, local languages, and English). Therefore, translinguaging-based instruction is considered good if applied to learning English as Foreign Language (EFL).

show abstract

“…Furthermore, most studies investigated the practice of translanguaging in EFL classrooms by analyzing classroom interactions. The findings showed that teachers and students employed English, national, and local languages in classroom interactions for various purposes and in clearly distinctive ways (Afriadi & Hamzah, 2021;Fallas Escobar, 2019;Sahib, 2019). Moreover, the effects of implementing translanguaging in EFL classrooms have been discussed.…”

Section: Translanguaging In Efl Classroom Interactionmentioning

confidence: 99%

Translanguaging as Interactional Resources Employed by Students in EFL Student-Led Group Task Interaction

HAO YANG,

Joseph Foley

2024

JEL

View full text Add to dashboard Cite

This study aimed to investigate the strategies used by students during group tasks in the EFL classroom. The study focused on translanguaging as one of the strategies to facilitate communication and interaction among students. The data was collected by recording the classroom discussions of a focused group in an EFL class at a Chinese university over three hours. The analysis was carried out using conversation analytic methodology. The study revealed various interactional features in turn constructions. Students often used single learner turns to agree and extended learner turns with clarification or explanation to support their ideas for turn-taking. Concerning turn passing, students prefer to use open-ended questions to ask for opinions, they also used open-ended questions to ask for opinions, confirmation checks for meaningful understanding, and extended wait times for other speakers to take turns. Regarding self-repairs and peer repairs, they often made content-focused repairs rather than form-focused ones, and students with a higher English proficiency usually provided support. Translanguaging was an effective strategy to facilitate peer interaction and avoid errors in meaning-making. The study has important implications for language teaching and learning policy, highlighting the need to encourage prospective teachers to practice translanguaging to facilitate classroom interaction and second language acquisition.

show abstract

Translanguaging by Design in EFL Classrooms

Cited by 18 publications

References 24 publications

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

Translinguaging in Efl Classroom and Its Impact on Student's Performance at a Secondary School Level: A Systematic Review

Translanguaging as Interactional Resources Employed by Students in EFL Student-Led Group Task Interaction

Contact Info

Product

Resources

About