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"Translanguaging."
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Challenging Monolingualism: A Global South Perspective on Translanguaging in Teacher Education
The increasing use of translanguaging approaches in the past two decades has actively contributed to the constant disruption of monolingual educational paradigms. While translanguaging's potential to challenge prevailing language ideologies is widely acknowledged, a significant gap exists in understanding its application and impact within Global South contexts, particularly beyond its use as a mere scaffolding tool. This study seeks to fill this gap by investigating the practical implementation and impact of translanguaging instruction within a Master of Education postgraduate programme at a university in Johannesburg, South Africa. Employing a case study approach, this research examines how translanguaging, strategically framed through the lens of the African philosophy of ubuntu, cultivates a cohesive and integrated approach to meaning making. For the purposes of data collection, participants were first introduced to translanguaging pedagogy and then tasked with applying these practices in a teaching context. Thereafter, they were asked to write reflective essays on the impact of using translanguaging within their classrooms. The investigation specifically analyses these reflective essays on conceptualising and applying translanguaging in Johannesburg schools. The findings of this research reveal that ubuntu translanguaging has the unique capacity to transcend the seemingly contradictory nature of socially defined language boundaries. It achieves this by fostering a holistic understanding of linguistic repertoires, thereby promoting a sense of interconnectedness and shared understanding. Consequently, this study advocates for the implementation of comprehensive curricular reforms that prioritise cultural relevance and interconnectedness within comparable Global South educational contexts. By centring the experiences and perspectives of the Global South, this research contributes to a more nuanced and equitable understanding of the transformative potential of translanguaging.
Journal Article
Nine Years After Garcia and Wei (2014): Bibliometric Overview of EFL Translanguaging
Objective: This study provides reliable literature studies focusing on trends and recommendations that have a direct relationship under the issue of translanguaging practice in EFL throughout the time span of publications from 2014 to 2023. Methods: The method used a comprehensive bibliometric analysis design as a novel method for gathering the body of contributions for the supplied research. The data was retrieved from Scopus and ScienceDirect scientific databases. This endeavour revealed 18 articles as the final set of data to be analysed after the data selection and sourcing, data retrieval and screening, data analysis, and conclusions processes. Publish or Perish, VOSviewer and other tools are utilized in four steps of the four steps of research procedure. Results and Discussion: The trends expand beyond the two primary emphasis areas of teachers and pedagogy including students. Meanwhile, future study recommendations from those articles revolve around student and teacher development, instructional practice, hybrid courses, and socio-cultural identity. Originality/Value: This study contributes to the literature by taking into account a new paradigm in studying bi/multi-lingualism in education after García and Wei coined the term \"translanguaging practice\" in 2014, a growing body of research has emerged from scholars worldwide. Conducting reliable literature studies focusing on trends and recommendations that have a direct relationship under the issue of “translanguaging practice in EFL” is becoming increasingly challenging and time-consuming. This study presents a concise summary the body of the contributions for the supplied research.
Journal Article
How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes
Translanguaging is discussed widely in the literature as a new pedagogical tool for English-medium instruction (EMI) that can challenge monolingual assumptions, mitigate English language barriers, and advocate for the full use of linguistic resources in meaning making. Different EMI lecturers have been found to hold diverse translanguaging perceptions and have adopted a variety of its functions. However, more needs to be known to close the knowledge gap between how each lecturer envisions and practices their translanguaging pedagogies, if any. Employing a qualitative method using data from semi-structured interviews and classroom observation, this study investigated three Chinese tertiary EMI engineering lecturers’ translanguaging perceptions and practices. Taken together, these three cases illustrate the complex relationship between translanguaging perceptions and practices according to their interactional (e.g., students’ difficulties in understanding full EMI), socio-cultural (e.g., the socially constructed value of full EMI), and personal factors (e.g., EMI teaching experiences). We propose that the negotiation among these three domains can promote or withhold the transfer of translanguaging perceptions into practice. We use our findings to call for EMI training programs to encourage lecturers’ reflections regarding what languages are or can be used in EMI classrooms and how and why from socio-cultural, personal, and interactional perspectives.
Journal Article
Second language and heritage learners in mixed classrooms
\"This book addresses the complexity of mixed language classroom learning environments in which heritage learners and second language learners are concurrently exposed to language learning in the same physical space. It offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction\"-- Provided by publisher.
BOOK
Mapping Translanguaging Practices in The EFL Classroom: A Bibliometric Analysis 2015-2024
Purpose: This study examines the evolving field of translanguaging within English as a Foreign Language (EFL) education. Design/Methodology/Approach: A bibliometric analysis of research publication from 2015 to 2024, sourced from the dimension database, reveals key trends, influential authors, and the impact of technology on translanguaging practices in language learning. Findings: A flow in publications over this period highlights the growing interest ad recognition of translanguaging as a valuable pedagogical approach within EFL contexts. The research encompasses a diverse range of areas, including language, communication, culture, linguistics, education, curriculum, and pedagogy. This underscores the multifaceted nature of translanguaging and its relevance across multiple disciplines. Studies repeatedly demonstrate the positive benefits of translanguaging in EFL classrooms. These benefits include improved language acquisition, literacy development, student participation, and a more inclusive learning environment. The analysis identifies leading scholars whose work has significantly shaped the field and continues to guide the direction of translanguaging research. Furthermore, the study finds that integrating digital technologies into translanguaging practices further enhances language learning experiences. Research, Practical & Social implications: This study has important implications for educators, researchers, and policymakers engaged in EFL education. The evidence clearly supports the adoption of translanguaging approaches to maximize the learning potential of linguistically diverse students. Future research should explicitly examine the potential of translanguaging to develop creativity, critical thinking, and the influence of socio-political factors surrounding its implementation. The study’s findings highlight the need for educational policies that promote multilingualism and inclusivity in language classroom. Originality/Value: This study offers a novel contribution by systematically analyzing the development of translanguaging research within EFL education over a decade. Utilizing a comprehensive bibliometric approach, the study identifies key trends, influential authors, and the integration of digital technologies, highlighting the multifaceted benefits of translanguaging as an effective pedagogical approach that enhances language acquisition, literacy, and student participation, thus promoting a more inclusive and dynamic learning environment.
Journal Article
Multilingual life writing by French and francophone women : translingual selves
\"This volume examines the ways in which multilingual women authors incorporate several languages into their life writing. It compares the work of six contemporary authors who write predominantly in French. It analyses the narrative strategies they develop to incorporate more than one language into their life writing: French and English, French and Creole, or French and German, for example. The book demonstrates how women writers transform languages to invent new linguistic formations and how they create new formulations of subjectivity within their self-narrative. It intervenes in current debates over global literature, national literatures and translingual and transnational writing, which constitute major areas of research in literary and cultural studies. It also contributes to debates in linguistics through its theoretical framework of translanguaging. It argues that multilingual authors create new paradigms for life writing and that they question our understanding of categories such as \"French literature.\"\"-- Provided by publisher.
Book
Examining Pedagogical Translanguaging: A Systematic Review of the Literature
In the past two decades translanguaging has proven to be a potent concept in applied linguistics, having generated a large amount of literature that explores theoretical and empirical dimensions of this linguistically inclusive pedagogical approach to language teaching and learning. This systematic literature review focuses on empirical studies that draw on the translanguaging framework in English language teaching (ELT) and beyond. Following PRISMA guidelines for systematic reviews, this study aims to shed light on the current state of knowledge about the affordances of translanguaging pedagogies in a plethora of educational contexts worldwide and to highlight possible avenues for future research. Eleven databases were searched to obtain a dataset spanning from 2011 till February of 2021 and yielding nearly 3000 publications. After duplicate removal, abstract screening, and application of the inclusion/exclusion criteria, a total of 233 studies were coded and analysed to address the research questions. As a result, this systematic review synthesizes the state of knowledge on pedagogical translanguaging, with the aim to inform educators about developments in this rapidly growing field and support researchers in identifying future research priorities on the subject of drawing on learners’ full linguistic repertoires for linguistically inclusive education.
Journal Article