Translanguaging in Language Teaching and Learning: Current Practices and Future Directions

Fang, Fan; Zhang, Lawrence Jun; Sah, Pramod K.

doi:10.1177/00336882221114478

Cited by 46 publications

(23 citation statements)

References 33 publications

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“…This traditional method gives the wrong impression that students will be able to speak easily through memorising and using grammar when speaking. However, this traditional method has proved to be ineffective in improving effective communication skills (Fang et al, 2022;Sohn et al, 2022). As such, a task-based learning movement has emerged that brings real-life situations into the classroom.…”

Section: Task-based Teaching Of Speaking Skillsmentioning

confidence: 99%

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The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

Mulyani

Damaianti²,

Mulyati³

et al. 2023

IJLTER

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The aim of this study was to investigate the effect of using the gap task of opinion, reasoning and information on speaking skills at the secondary school level. This study used a quasi-experimental research method involving 352 students. The three experimental groups received treatment with gaps in opinion, reasoning, and information gap tasks. All groups were examined for their initial speaking ability. The experimental group was given an intervention with gaps in opinion, reasoning, and information while the control group was given a traditional intervention to improve speaking ability. After the intervention had been carried out, all groups were examined for their speaking ability. Data analysis was performed using one-way ANOVA. The results indicated that the experimental groups showed a significant increase in speaking ability compared to students in the control group in the post-test phase. Intervention from giving the gap task of opinion, reasoning, and information is more effective for improving speaking skills. Three assignments of opinion gaps, reasoning, and information can improve students' speaking fluency. Of the three assignments, the information gap assignment provides the most significant contribution compared to the gap of opinion and reasoning tasks because the instructions in the information gap task are more varied and more intensive in encouraging students to interact in various contexts. Based on these findings, the researcher recommends designing materials by creating assignments that contain gaps in opinions, reasoning, and information to achieve learning objectives.

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Section: Task-based Teaching Of Speaking Skillsmentioning

confidence: 99%

“…Speaking ability is an important language skill in teaching both first language and second language (Ataeifar et al, 2019;Fang et al, 2022). However, in reality, teaching speaking still has not received special attention from language teachers in either first or second language teaching.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

Mulyani

Damaianti²,

Mulyati³

et al. 2023

IJLTER

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“…We can see real excitement about promoting (versions of) Global Englishes and translanguaging in the professional discourse, as reflected in, for example, the recent three journal special issues on translanguaging of Applied Linguistics Review, the Journal of Language, Identity, and Education, and the RELC Journal (see Fang et al, 2022;Fu & Hadjioannou, 2022;Pontier & Tian, 2022), which were all scheduled to be published around the same time the current special issue was in 2022. The challenge of putting these perspectives into practice in educational contexts is, however, enormous.…”

Section: Global Englishes Translanguaging and A Community Of Communic...mentioning

confidence: 99%

On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students’ Capacity for Communication

Chau¹,

Lie²,

Zhu³

et al. 2022

TESL-EJ

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Until very recently, much of the educational and applied linguistics discourse about students and their learning was based on a deficit view (e.g., “low proficiency,” “they should know this,” “they need to improve their command of English”). Such a view justifies the traditional role of teachers imparting knowledge and students passively absorbing it. In fact, John Dewey, writing over a century ago, highlighted this sad state of affairs in education: Why is it, in spite of the fact that teaching by pouring in, learning by a passive absorption, are universally condemned, that they are still so entrenched in practice? That education is not an aﬀair of “telling” and being told but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. (Dewey, 1916/2001, pp. 43-44) In this short contribution, we share our views on how inclusive language education may be promoted based on Global Englishes and translanguaging through a reconceptualization of who students really are. But before that, we must emphasize that inclusive education is about valuing all cultures and all languages. It encourages students and teachers to use all the cultures and languages they can draw upon in order to understand and master their world, and to act upon that world for their own benefit and the benefit of all.

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“…In recent years, a considerable amount of classroom-based research and language teacher education research has emerged to investigate the GE and translanguaging paradigms in classroom practice. Those studies have addressed the dominance of the native-speakerism ideology and the discussions they evoked continue to gather momentum in the field of GE (Fang, 2020;Fang & Ren, 2018;Rose et al, 2021;Tupas, 2022) as well as in the growing field of translanguaging (Fang & Liu, 2020;Fang, Zhang & Sah, 2022;García & Li, 2014;Liu & Fang, 2022;Ren & Guo, 2022).…”

Section: Figure 2 a Comparison Of The Global Englishes And Translangu...mentioning

confidence: 99%

Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education

Fang¹,

Xu²

2022

TESL-EJ

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This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be recognised and incorporated into current English language education. It further asserts the need to regard the two paradigms as complementary but possibly conflated in future English language education. If the notion of Global Englishes aims to incorporate some issues in English language education, including linguistic imperialism, language policy and planning, translanguaging brings that aspiration into classroom discourse. Both policy makers and language practitioners should recognise the commonalities of Global Englishes and translanguaging to be conflated in current English language education. This paper discusses some proposals for how these two paradigms can be incorporated into English language education from the perspectives of 1) critical pedagogy in applied linguistics and 2) decolonising pedagogy for the inclusion of minority/indigenous languages in language education. This paper concludes that English language education, as well as language education in general, has the multilingual and translinguistic opportunity to promote diversity and inclusion of language use. The field of teaching English as a second/foreign/additional language should address the need for diversity and inclusion in language education from the perspective of Global Englishes and translanguaging not as lip service but by implementing these proposals into practice.

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Translanguaging in Language Teaching and Learning: Current Practices and Future Directions

Cited by 46 publications

References 33 publications

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students’ Capacity for Communication

Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education

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