Translanguaging as a Pedagogical Practice for Successful Inclusion in Linguistically and Culturally Diverse Classrooms

Abstract

The research was developed and implemented to investigate the attitudes and views of both Greek and immigrant students with regard to performing translanguaging and its role in their communication, as well as in enhancing their intercultural awareness and sensitivity, in an attempt to explore whether translanguaging can lead to a successful inclusion of students with different linguistic and cultural backgrounds at school. To clarify it more, the research focused on investigating whether translanguaging improved and enhanced 1) students' interaction and 2) collaboration on joint projects/tasks within and outside the school context. The researcher made use of 1) semi-structured interviews with students, while 2) special observation protocols were used by the researcher to record authentic interaction and communication of students and teachers in practice and to explore trends towards raising intercultural awareness and sensitivity in environments that encourage translanguaging.