Translanguaging In Education Research Articles

TEACHERS’ AND STUDENTS’ BELIEFS ABOUT TRANSLANGUAGING IN HIGHER EDUCATION: A SYSTEMATIC REVIEW

Background and Purpose: In recent years, there has been increased attention to translanguaging in educational research, particularly in higher education. The successful implementation of translanguaging practices depends on various factors, including the attitudes and beliefs of both teachers and students. However, there has been limited systematic review on this issue. This study aims to examine and synthesize existing literature on teachers’ and students’ beliefs regarding translanguaging practices in higher education contexts. Methodology: A systematic review was conducted, following PRISMA guideline. Research databases including Web of Science, Scopus, and ERIC were searched with specific search terms ‘perception OR belief AND translanguaging’, resulting in the retrieval of 469 articles. Based on inclusion and exclusion criteria, 28 articles were selected for ultimate thematic analysis. Findings: The analysis revealed that teachers’ and students’ beliefs regarding translanguaging were significantly shaped by their pre-existing values and knowledge, institutions’ policies, as well as the nature of courses or curricula. Despite the evident benefits of translanguaging pedagogy highlighted in the reviewed studies, teachers encountered challenges in its implementation. The study identified four primary areas of support needed for the implementation of translanguaging, encompassing teacher training, adjusting curriculum and assessment, fostering collaboration, and developing language policy. Contributions: This systematic review provides a comprehensive overview of the attitudes, perceptions, and experiences of both teachers and students in implementing translanguaging practices in higher education. The study contributes to advancing knowledge and understanding of translanguaging in higher education, with implications for both theory and practice in this area. Keywords: Higher education, students’ beliefs, systematic review, teachers’ beliefs, translanguaging. Cite as: Wang, J., Hanafi Zaid, Y., Ibrahim, N. A., & Haladin, N. B. (2024). Teachers’ and students’ beliefs about translanguaging in higher education: A systematic review. Journal of Nusantara Studies, 9(2), 402-419. http://dx.doi.org/10.24200/jonus.vol9iss2pp402-419

Perspectives on translanguaging in education in the global south

Perspectives on translanguaging in education in the global south

Knowledge mapping of translanguaging in education: A scientometric analysis using CiteSpace

The study of translanguaging in education has drawn increasing attention from scholars, particularly in the past decade. The present research conducted a comprehensive scientometric analysis using the CiteSpace application to investigate the multifaceted phenomenon of translanguaging in the context of education. It addresses the pressing need for quantitative review efforts in the domain of translanguaging in education by employing visualization as an innovative means of presenting bibliometric data. This paper analyzes 680 relevant journal articles published between 2010 and 2022, identifies three phases in the development of translanguaging research, and highlights topics such as bilingual education, higher education, and language-in-education policy. The primary findings, presented through statistical analyses and succinct commentaries, are organized into four sections to address the research questions including 1) general situation, 2) leading geographical locations, 3) co-citation analysis, and 4) keywords co-occurrence analysis. The findings reveal the importance of exploiting students' linguistic repertoires and home languages in education to enhance learning and promote a sense of belonging. This review offers valuable resources for subsequent research in the domain of translanguaging in education that is founded on a better understanding of multilingualism and its significance in contemporary educational landscapes.

Pedagogic Translanguaging in EFL Classroom: A Study at MTsN 1 Mataram

Translanguaging is the practice of changing the usage of two different languages or more in order to improve communication and enrich the linguistic aspects of language use. This study presents the use of translanguaging in EFL classroom by English teachers. The main aim of this study is to describe the components and the functions of translanguaging used by the English teachers at MTsN 1 Mataram during teaching and learning process. The subject of this study consisted of two English teachers who teach at MTsN 1 Mataram. The results of this study show that there are two components and six functions of translanguaging used by the English teachers. The translanguaging’s components used by the English teachers were dominated by 58% code-switching, and 42% translating and interpreting. The difference between translanguaging and code switching is in the concept. Translanguaging allows anyone to use more than two languages without constraints, yet code-switching has its own limitations. In addition, the highest frequency of translanguaging functions is message qualification which occurred 30 times or 31%. Meanwhile, the lowest frequencies are quotations, and personalization vs objectification, where each of these functions contains one data. The implications of translanguaging in education are vast and can have a positive impact on various aspects of teaching and learning

Translanguaging Pedagogies in an ESP Course: A Case in Indonesia

This study investigates into the implementation of translanguaging pedagogy within Indonesian English for Specific Purposes (ESP) classrooms. In Indonesia, where multilingualism is prevalent, there is a growing trend to integrate local languages, such as Indonesian and Javanese, into educational contexts. This approach, which values and purposefully employs students' first languages (L1s), has been increasingly adopted by teachers. The research aims to explore Indonesian ESP teachers' perspectives on translanguaging and its application in their teaching practices. Through a qualitative case study, this paper examines how translanguaging facilitates communication, enhances teacher-student relationships, and aids in the processing of educational material. It also investigates potential resistance to monolingual pedagogies and the constructive use of translanguaging to further educational objectives. Data were gathered via semi-structured interviews with five ESP teachers and through classroom observations. The findings highlight the positive role of translanguaging in education. Teachers reported that translanguaging aids in knowledge construction, boosts vocabulary comprehension, strengthens interactions between teachers and students, and fosters a comfortable and engaging learning environment. These insights underline the importance of developing translingual strategies, encouraging teachers to incorporate students’ complete linguistic repertoire in their teaching. This approach not only facilitates English language learning but also acknowledges and leverages the linguistic diversity in Indonesian classrooms.

Translanguaging in EFL Writing: Examining Student Exam Papers in an EMI Setting

Translanguaging has recently emerged as a topic of interest in English Medium Instruction (EMI) contexts, where students are expected to demonstrate proficiency in English, particularly in academic writing. This paper explores the potential benefits of incorporating translanguaging practices in exam papers to support multilingual students' understanding and performance. Drawing on constructionist grammar as its theoretical framework, this study discusses the complexities of translanguaging in exam papers and provides practical examples of how it can be implemented in English literature classrooms, especially in EMI contexts. Embracing a mixed-methods design to comprehensively understand translanguaging practices in exam papers and their effects on student performances and using a sample of English literature students in Türkiye, the study analyses exam papers to explore translanguaging and its potential impact on students' written work. The findings suggest that translanguaging practices in exam papers facilitate students' comprehension and promote their confidence and engagement in learning. Overall, this study contributes to the growing body of research on translanguaging in education and provides insights into how translanguaging practices can be effectively implemented in English medium instruction.

Translanguaging in Teaching Grammar to Elementary Students

Purpose: The present research examines the utilization of translanguaging schemes while teaching English grammar to elementary level students in different zones of Pakistan. The research deals with the research gap in comprehending the specified usage of translanguaging while imparting grammar instruction.
 Design/Methodology/Approach: The methodology includes survey of 20 teachers of English language teaching at elementary level and the analysis of their responses.
 Findings: The findings reveal that the teachers employ translanguaging techniques to reinforce grammar instruction by integrating the students’ native languages into English. Translanguaging techniques cast a constructive effect on the comfort and confidence of students. The research also identifies the challenges in the domains of social stigma and concentration. The present research specifies the effective perceptions for policymakers, curriculum designers, and educators. It highlights the significance of thorough training and continuous support for teachers in employing translanguaging in an effective manner.
 Implications/Originality/Value: The present study necessitates advanced research to investigate the longstanding impacts of translanguaging on language competence and academic output. The findings add to the developing research corpus on translanguaging in education and provide solid grounds for the improvement of effective pedagogical practices that influence the students’ multilingual series for imparting effective grammar instruction.

Translanguaging strategies in multilingual newly arrived students’ writing

ABSTRACT Despite burgeoning research on translanguaging in education, research on translanguaging approaches to literacy education has lagged behind that of research on oral translanguaging in education. Hence, this article investigates what translanguaging strategies six multilingual newly arrived students used in the production of an academic text, and what prior experiences they had with learning and developing translanguaging strategies. These questions were investigated through a 60-minute writing session, in which six multilingual newly arrived students (age 16-19) wrote an academic text in Norwegian on a designated topic. The participants had lived in Norway between six months and 3.5 years. Next, the researcher conducted student interviews, exploring the students’ translanguaging strategies and their previous experiences related to learning and developing them. The analysis shows that all the students applied translanguaging strategies before and during writing. The students reported that they had developed the strategies on their own, without their teachers’ encouragement and support.

A Novel Framework Serving Translanguaging: Exploring Structures, Multilingualism, and Inequities in Education

This investigation of translanguaging is grounded upon the ubiquitous theme of structures explicitly and implicitly found in the translanguaging literature. Through this theme, this paper begins by providing a novel theoretical framework followed by considering the need for translanguaging (e.g., education’s growth of multilingualism; deficit-oriented labeling; funds of knowledge, and hegemony and inequities) and investigating the nature of translanguaging (e.g., origins and interpretations, definitions, and translanguaging in education).

Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework

AbstractTranslanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) transdisciplinary framework for language acquisition. Examining translanguaging in context entails paying attention to who in a classroom wields power, as a result of their greater proficiency in societally valued languages, their more “standard” ways of speaking these languages, their greater familiarity with academic literacies valued at school, and/or their more “legitimate” forms of translanguaging. In our framework for researching translanguaging in context, we propose three principles. The first principle is obvious: (1) not to do so apolitically. The other two principles describe a synergy between ethnographic research and teacher‐researcher collaborative research: (2) ethnographic research can assess macro‐level language ideologies and enacted language hegemonies at the micro‐ and meso levels, and (3) teacher‐researcher collaborations must create and sustain inclusive, equitable classroom social orders and alternative academic norms different from the ones documented to occur in context if left by chance.

Multilingual education in an Italian public preschool: teachers and families among mobility processes and inclusive practices

Abstract This paper focuses on the integration of translanguaging practices in a public preschool situated in a small village in North-West of Italy. Mobility processes and local Italian families’ school choices have led to the raise of the number of students with an immigrant background enrolled at the studied preschool up to 85%. After a brief overview regarding mobility and translanguaging in education, particularly in relation to preschool domain, I describe the macro and micro contexts of this ethnographic case study. I then focus on the analysis of the main learning activities designed by teachers to engage children’s multilingual repertoires. Later, applying qualitative content analysis, I outline the main patterns and categories emerging from interviews and focus groups conducted with teachers and parents to investigate how they experienced the marginalization of immigrant minority children in their preschool and how they received the introduction of multilingual education approach. The results shows that the adoption of a translanguaging lens contributed to the educational legitimation of language diversity and to the acknowledgment of immigrant families. Finally, I discuss the results in terms of democratic language education and social justice, underlining their implications and relevance for preschools teachers’ professional development and agency.

Translanguaging in education

AbstractThis state-of-the-art review focuses on translanguaging in education. In recent years, scholars have engaged in the conceptualisation of ‘translanguaging’ (e.g. García, 2009; García & Wei, 2014a; Wei, 2018) as well as in conducting a vast and ever-increasing number of empirical studies, in educational contexts in particular. This article aims to take stock of the different ways in which ‘translanguaging’ has been conceptualised and of the ways in which it has been interpreted and applied in the study of multilingualism in diverse educational contexts across the globe. Our review exercise shows that ‘translanguaging’ has been conceptualised within two different approaches, which we propose to call the ‘fixed language approach’ and the ‘fluid languaging approach’. It further shows how ‘translanguaging’ has been studied within these two approaches in different educational contexts. We finish our review by calling for new methodologies adapted to a linguistics of fluidity and by considering critically translanguaging as a scholarly phenomenon.

Translanguaging as a pedagogy for equity of language minoritized students

ABSTRACT For years, bilingual programmes have allocated the languages of bilinguals to separate teachers, lessons, or even days or hours of the week to avoid damaging the ‘purity’ of languages, confusing language-minoritized students and hindering their achievement (Creese & Blackledge, 2011. Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43, 1196–1208. doi:10.1016/j.pragma.2010.10.006; García, 2014. Countering the dual: Transglossia, dynamic bilingualism and translanguaging in education. In R. Rubdy & L. Alsagoff (Eds.), The global-local interface, language choice and hybridity (pp. 100–118). Bristol, UK: Multilingual Matters). The authenticity and the effectiveness of these practices have recently been questioned, and alternative pedagogical approaches, which view bilingualism as a unitary linguistic system and a resource for content and language learning, have been proposed. Translanguaging is one of these pedagogical approaches that has emerged to counteract the strict separation of language policies in schools and advocates that an effective pedagogy should mirror the fluid languaging practices of bilinguals (Sánchez, García, & Solorza, 2017. Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 1–15). This paper aims to explain the development of translanguaging as a teaching method in schools and the intersections between translanguaging as a pedagogical tool and the tenets of critical teaching. First, monoglossic and heteroglossic language ideologies and how they perceive bilingualism are discussed. Next, translanguaging is defined and differentiated from code-switching. Finally, translanguaging is discussed as a transformative pedagogy used to promote equity in the classrooms that include language-minoritized students. Although translanguaging has international relevance, this study draws only from the U.S. context.

Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities

Bilingual classrooms most often have strict language arrangements about when and who should speak what language to whom. This practice responds to diglossic arrangements and models of bilingualism developed in the 20th century. However, in the 21st century, heteroglossic bilingual conceptualizations are needed in which the complex discursive practices of multilingual students, their translanguagings, are used in sense‐making and in tending to the singularities in the pluralities that make up multilingual classrooms today. Examining the case of a network of U.S. secondary schools for newcomer immigrants, the International High Schools, this article looks at how students’ plurilingual abilities are built through seven principles that support dynamic plurilingual practices in instruction—heterogeneity, collaboration, learner‐centeredness, language and content integration, language use from students up, experiential learning, and local autonomy and responsibility. As a result, students become not only more knowledgeable and academically successful but also more confident users of academic English, better at translanguaging, and more plurilingual‐proficient. The article presents translanguaging in education as the constant adaptation of linguistic resources in the service of meaning‐making and in tending to the singularities in the pluralities that make up multilingual classrooms today.