Translanguaging in the Case of Bilingual University Students

Abstract

According to Garcia (2009), translanguaging is “… the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential” (p. 140). Therefore, it is more about communication than language use. Bilinguals tend to employ their linguistic repertoire as an integrated communication system. In the context of this study, senior university bilingual students majoring in business in Saudi Arabia are usually competent in their mother tongue (Arabic) and in their additional language (English) due to the nature of business. They are keen to maintain their ability in English as far as possible as they consider themselves “long-term English learners”. Today, Saudi Arabia is increasingly building bridges to the outside world and clearly proficiency in English is one such bridge, allowing Saudi Arabia to integrate with English-speaking countries. Stakeholders in Saudi Arabia are now seeking English-proficient applicants for jobs, regardless of their speciality, more so than previously. This has become the norm in both the public and private sectors. However, bilingual university students majoring in business still tend to employ their mother tongue regardless of their proficiency in English. This may indicate their views and feelings with regard to the need to be bilingual in any future work context. This study focuses on senior business students at Majmaah University. Semi-structured interviews were conducted with the students (n=14) and their instructor (n=1). This paper reports on the students’ attitudes towards bilingual activities, specifically task-related discussions, and the impact on their communicative repertoire from their perspective.

Translanguaging at a Saudi University: discrepancy between English language teachers’ attitudes and self-reported pedagogical practices

“…67-68). Despite the expanding empirical research, however, pedagogical translanguaging is still largely overlooked in the specific context of the Kingdom of Saudi Arabia (KSA), except for a very few studies that shed light on this phenomenon from the perspective of learners rather than teachers (e.g., Al-Ahdal, 2020;Alsaawi, 2019;Elashhab, 2020). The current study is a step to fulfil that need as it sets to firstly investigate English language teachers' attitudes towards the use of translanguaging against the backdrop of the institutional rigid 'English-only' policies in a Saudi university, and secondly explore the degree to which those attitudes are reflected into the pedagogical practices as reported by the teachers.…”

Attitudinal stance toward translanguaging in Saudi Arabia: A mixed method case study

“…University professors in Saudi Arabia are always eager to explore ways of improving their pedagogical and professional tools for scaffolding students at their respective levels. Saudi university teachers have held a longstanding debate concerning the use of Arabic or any other multidialectal/modal practices in the classrooms (Alsaawi, 2019; Alzahrani & Rajab, 2017). The language of instruction in Saudi higher education is mainly English, except for courses in Arabic or Islamic studies, which are taught in Arabic.…”

“…In the setting of Saudi Arabia, a handful of studies have investigated bilingual students’ perception regarding the use of their full linguistic repertoire (Arabic and English) inside the classroom. Alsaawi (2019) used an exploratory qualitative research design to explore the attitudes of senior business students and their teacher toward the use of TL in the classroom. The findings revealed that they were more academically creative with the use of their full linguistic repertoire (Arabic, cultural dialects, and English) in the classroom given the fact that TL clarified tasks and fostered awareness of job requirements.…”

“…Taken together, the literature discussed (Al-Bataineh, 2018;Alsaawi, 2019;Ayash, 2019;Elyas et al, 2021) pointed to the need for embracing multiple linguistic and cultural repertoires in Saudi English classes to enable Saudi English learners to negotiate restrictive policies, voices, and identities. We believe that this study will contribute to the global conversation about TL practices across contexts and that it reinforces the need for Saudi teachers to be aware of the potential to integrate students' available repertoires more equally.…”