Translanguaging Practices Research Articles

THE USE OF TRANSLANGUAGING IN PRAGMATICS CLASS AT STKIP PGRI SIDOARJO

Abstract This research focused on exploring the usefulness of translanguaging used by pragmatics lecturers in teaching and English learning in EFL classroom at STKIP PGRI Sidoarjo. The grand theory used in this research was translanguaging conception by Cen Williams (1980s). This type of research was qualitative approach using observation. The data of this research were fragmented statements taken from voice recordings and notes concluded by the researcher. The data source was supporting data in the form of visual documents taken from observations, interviews, and documents non-visual taken from the documentation. Data collection techniques in this study were observation, interviews, sound recording and documentation. The data analysis technique in this study was thematic analysis. Based on the analysis, there were 2 findings from the perspective translanguaging practice in English as a Foreign Language class. First, the research results reveal that using Mixed languages ​​keep EFL students motivated to learn languages English better and to be able to achieve their dreams. Second, the results of further research reveal that the use translanguaging makes it easier for lecturers to explain material to EFL students. Keywords: Translanguaging, EFL Learner, EFL Teacher, Pragmatics, Language Translation Practice

Review of research on digital translanguaging among teachers and students: A visual analysis through CiteSpace

The pervasive use of digital technologies in different scenarios has led to an increasing number of empirical studies on digital translanguaging. Following the emergence of the global pandemic and its huge impact on the education sector, attention to translanguaging among teachers and students in the digital context has reached a new height. This systematic review provides scholars with a current overview of research on digital translanguaging among teachers and students by analysing research backgrounds, the methodologies used, and the research themes of interest, supported by the software CiteSpace, to visualise the structure of existing research. A search of five databases identified 32 empirical studies on digital translanguaging among teachers and students, published from 2015 to 2022. The findings reveal that research on digital translanguaging for teachers and students is characterised by two distinct directions: one focused on teaching and learning, and the other on social purposes. More specifically, the former direction encompasses three subthemes: digital translanguaging pedagogy, the effects of digital translanguaging practices on English language writing, and translanguaging practices in digital multimodal composing. The implications of these findings for future research directions and pedagogical practice are discussed.

Exploring Online Chinese-English Bilingual Content and Language Integrated Learning Classrooms Through Moment Analysis

Bilingual education studies consider the fluid and dynamic linguistic repetoire of teachers and students as helpful resources accomplishing communicative goals in real-life context. This study examines the translanguaging practices of Chinese-English bilingual Content and Language Integrated Learning (CLIL) classrooms in an online environment. Data was collected through partiticpant classroom observation and interviews. Moment analysis is employed to analyze the creativity and costs of translanguaging moments of the stakeholders. The classroom observation demonstrated translanguaging, as a co-constructed communicative tool, was initiated both by the teacher and students as translanguaging agents. Specifically, peer interaction and question answering were two main contexts in which students initiated translanguaging. And the teacher initiated translanguging in three contexts, namely, acamedic content knowledge teaching, classroom feedback and classroom management. Results from interviews with the teacher and students revealed that English proficiency might be the primary factor spurring translanguaging practices. Weaker English proficiency would lead to more active translanguaging praxis. Besides, translanguaging forms might be mediated by socio- and cultural-linguistic factors. English is used to express compliment and approval while Chinese will be employed to offer constructive criticism. Lastly, the costs of translanguaging moments were furthure analyzed. It is concluded that students translanguaging in the context of peer discussion lowered their cost of communication. Through code-mixing students confidence in solving academic problems is boosted and their engagement in group project is promoted as well. Teachers translanguaging lowered teachers teaching cost and students learning cost whereby the teacher-student confidence was co-constructed in this specific context. Whilst translanguaging pedagogy is endorsed in terms of content knowledge teaching and learning, it remains unclear whether the English proficiency is facilitated. Current research indicates it is important to be critical of translanguaging costs in integrating content and language learning.

Unpacking translanguaging in refusals on Chinese social media: strategies, distribution, and functions

Abstract Translanguaging has been documented to be frequently adopted in day-to-day online interaction. To date, except for Ren and Guo’s (2022. Translanguaging in self-praise on Chinese social media. Applied Linguistics Review 169. 1–22) pioneering study examining translanguaging practices in online self-praise, there has been scanty focus on how translanguaging is manifested in the realisation of specific speech acts, particularly the face-threatening speech act of refusing. To fill this research gap, the study explores the strategies, distributional patterns, and functions of translanguaging practices in digital refusals through the analysis of naturally occurring data collected on WeChat over five months. The findings indicate that online interlocutors utilized a wide range of translanguaging strategies from multimodal, multilingual, and multi-semiotic resources. Four turn positions are identified in decreasing order of frequency: single turn, turn final, turn medial, and turn initial. Furthermore, translanguaging in refusals denotes interpersonal, expressive, textual, and operational functions, with the first two constituting the majority. Based on these findings, three types of refusals shaped by translanguaging are identified, namely, refusals with translanguaging as a redressive strategy, refusals with translanguaging as a marker of mock impoliteness, and refusals with translanguaging as a facilitator of smooth online communication. The study concludes by highlighting that the nature of the speech act, digital genres and platforms, and the relationship existing between interlocutors contribute to translanguaging practices in online refusals.

Deconstruction and Integration: The Postmodern Characteristics of Translanguaging Pedagogy

Translanguaging, as a multilingual use strategy, allows individuals to flexibly employ a variety of linguistic resources across different social and educational contexts. This phenomenon aligns with postmodern concepts such as multiplicity, anti-narrativity, decentralization, identity politics, the relationship between language and power, and the relativity of history and culture. The purpose of this paper is to explore the theoretical connections between translanguaging and postmodernism and to analyze how the practice of translanguaging embodies the core ideas of postmodernism.

Translanguaging practices in a community-based Chinese heritage early childhood classroom

Aims and objectives: The purpose of this study is to explore translanguaging in a heritage classroom by asking the following central questions: (1) What translanguaging practices were available in an online community-based Chinese heritage language classroom? (2) How did the Chinese language teacher use these practices? (3) Why did the teacher use translanguaging? (4) How were the young heritage language learners involved in these practices? Methodology: A qualitative case study research design is utilized to explore translanguaging practices in the classroom. Data and analysis: The data sources included fieldnotes during observations, video recordings of class conversations, and artifacts made or provided by the participants. All the data were collected virtually via Zoom. Findings: The findings show that the teacher purposefully engaged the children in understanding vocabulary words through translanguaging and that students participated in class conversations in various ways, including initiating questions and connecting to their personal experiences. The findings also present the teacher’s perspectives on translanguaging practices. Originality: The literature has explored translanguaging practices, but limited research has focused on these practices in community-based Chinese heritage early childhood classrooms. This study describes the specific ways that a teacher created opportunities for bilingual children to engage in translanguaging practices in a Chinese heritage classroom. Implications: While research on translanguaging and children’s heritage language learning in home and school contexts has existed for decades, the findings of this study bring new attention to translanguaging practices in Chinese heritage language classrooms. The study provided an example of a pedagogical model for teachers to reconsider Chinese heritage language education and promote bilingual children’s language learning and identity construction.

Indonesian university students’ practices and perspectives on translanguaging

Despite the growing research on translanguaging, additional research is still needed, especially in the students’ actual practice of translanguaging in Indonesian university classrooms and its inherent emotional state. Addressing this gap, our study aims to explore university students’ practices and perspectives towards translanguaging in classroom presentations with students’ state of emotion during presentations. This qualitative case study was chosen to have an in-depth analysis of an issue under investigation. Data were collected via Zoom video recording and semi-structured interviews. Garcia and Li Wei’s (2014) theory of translanguaging is used as an umbrella to analyze data, followed by our use of Li Wei's (2011) moment analysis and Baker's (2011) pedagogical function of translanguaging to strengthen the analysis. This study revealed that translanguaging is mostly appreciated by respondents as it can diminish language anxiety with one student’s criticism on the potential overuse of translanguaging. Translanguaging, as reported, also helped respondents with better comprehension, growing confidence, and enhanced equity. The pedagogical implication of this study is that Indonesian university EFL teachers could develop a more flexible syllabus, enabling university students to use English with the possibility of translanguage when needed. However, translanguaging should be used with caution.

Facilitating content learning through translanguaging in secondary EMI science classrooms

AbstractDespite the rigorous efforts made to promote the use of English as a medium of instruction (EMI), EMI teachers still face linguistic and pedagogical challenges in effectively delivering subject content in English. Previous research has revealed that, faced with such challenges, teachers employ various strategies to make subject knowledge accessible to students, including pedagogical translanguaging. However, there is little empirical evidence of how EMI teachers deploy pedagogical translanguaging to facilitate content learning in secondary science classrooms, particularly in countries or regions where English is not widely used outside schools. Against this backdrop, the current study adopts a qualitative approach to examine the pedagogical translanguaging practices of two EMI science teachers, as well as the factors contributing to their practices at an international secondary school in Shanghai, China. The methods used were video‐assisted classroom observation and semi‐structured interviews. These were subjected to multimodal conversation analysis and thematic analysis, respectively. The findings reveal that teachers’ pedagogical translanguaging practices involve strategically incorporating and orchestrating all multilingual, multimodal, and multisemiotic resources available to facilitate meaning‐making and enhance students’ comprehension of subject knowledge. Meanwhile, personal, social, and contextual factors play an important role in shaping teachers’ pedagogical translanguaging practices. This study showcases pedagogical translanguaging as a strategic means to create space for teaching and learning in EMI contexts, and provides useful insights into potential improvements to EMI pedagogy.

Critical Translanguaging Capability as an Intercultural Pedagogy for Localizing Chinese Language Education

The native teachers of Chinese are often perceived as lacking in critical thinking and creativity when it comes to employing culturally appropriate and relatable learning content in their lesson delivery to foreign Chinese language learners. However, there is little research pertaining to the methods that native teachers of Chinese can use to critically and creatively transform their instructional materials, strategies, and beliefs towards localizing the Chinese language curriculum to better suit students coming from diverse educational and cultural backgrounds. In an attempt to address this issue, a case study methodology, combined with photo-elicitation interviews, was adopted for data collection. It investigated a bilingual Chinese teacher-researcher who critically and flexibly utilized his cultural and linguistic repertoires in enacting translanguaging pedagogy practices in the Australian education context. This study reveals that the native Chinese teacher-researcher, was able to use his critical thinking and creative abilities backed by his indigenous Chinese linguistic and cultural concepts and metaphors to source and select appropriate localized content that facilitates student learning. Such translanguaging practices demonstrated that the native Chinese teacher-researcher’s critical thinking capability helped shape up intercultural pedagogy giving rise to a localized Chinese language curriculum in the Australian education context.

Empowering Multilingual Learners: A Translanguaging Approach to English Language Teaching at Kuwaiti Universities

Empowering Multilingual Learners: A Translanguaging Approach to English Language Teaching at Kuwaiti Universities

Indonesian Suburban Area EFL Teachers' Perspectives on Translanguaging

Bilinguals and multilingual people use translanguaging, which is the technique of using different linguistic components or forms of independent languages to improve communication. When incorporated into teaching methods, translanguaging strategies enable educators to bridge linguistic gaps and support the learning of a foreign language. Despite the perceived advantages of translanguaging, variations in teachers' perceptions create ideological barriers, hindering students from fully embracing translanguaging. This study intends to investigate the perspectives of Indonesian teachers teaching in suburban areas on translanguaging in English language instruction in order to obtain a deeper knowledge of this subject. This study used semi-structured interviews using a qualitative research design to go deep into teachers’ insights on the topic. The result of the study shows that the participants had a generally positive perception on translanguaging and used a variety of translanguaging strategies in their teaching methods, such as the use of contextual cues, cooperation, student-centered approaches, and bidirectional translation. The result of this study also shows participants’ perspective on a crucial need to include translanguaging to support low proficiency level EFL students in their classrooms. In addition, the finding reveals teachers’ perspectives on ramifications of translanguaging when it is used in EFL classes. The findings can be valuable for education stakeholders, particularly in suburban areas, guiding design of lessons with translanguaging practices that cater to learners’ needs in English as a Foreign Language (EFL) classrooms.

Translanguaging practices in infant rooms: case studies of Chinese-Australian bilingual infant-educator interactions

ABSTRACT Many bilingual infants attend early childhood education centres (ECEC) with their monolingual peers. However, recent evidence reveals that bilingual infants vocalise significantly less than monolingual infants in ECEC settings (Zheng et al. 2023) [Effects of Multilingualism on Australian Infants’ Language Environments in Early Childhood Education Centers. Infant Behavior and Development, 70, 101799.], suggesting that educators may need to provide language tailored strategies to support bilingual infants’ language learning. This study examines how educators support Mandarin-English bilingual infants’ learning and development through a range of translanguaging practices in Australian ECEC contexts. We identified three functions of fluid translanguaging pedagogies: (1) make meaning and acknowledge children’s bilingual repertoires during play-based interactions; (2) introduce the connections between two languages during literacy and play activities; (3) provide emotional support or regulate behaviour through the use of home language. We also identified educators’ language-supporting strategies such as repetition, expanding their own/child’s utterances, labelling and questioning during translanguaging practices. This study is the first to closely describe the dynamic nature of translanguaging interactions between early childhood educators and Mandarin-English bilingual children under the age of two. Findings highlight the importance of translanguaging for scaffolding infants’ bilingual language learning, fostering their bilingual identities and supporting their wellbeing.

Higher Education Language Translation Practices in North Sumatra: Case Study of Lecturer and Student Perceptions

Higher Education Language Translation Practices in North Sumatra: Case Study of Lecturer and Student Perceptions

Analysis of Student’s Mathematical Problem Solving Abilities Based on Heuristic Strategy of Krulik and Rudnick Types

Analysis of Student’s Mathematical Problem Solving Abilities Based on Heuristic Strategy of Krulik and Rudnick Types

Language portraits going digital and multimodal: deciphering the translanguaging space and linguistic repertoires among multilinguals

In recent years, language portraits (LPs) have emerged as a valuable tool for visually representing multilingual learners’ linguistic repertoires. However, previous studies have primarily relied on traditional methods of inviting participants to sketch their language portraits on paper using pens and crayons. In this paper, we propose the use of digital methods to collect and analyze data on language portraits to examine the translingual practices and negotiations of meaning among multilingual individuals. By utilizing Synchronic Computer-Mediated Communication platforms, participants can actively deploy and mobilize multi-linguistic and multi-semiotic resources in lived experiences, engaging in interactive translanguaging practices. In this particular case study, data were collected through a biographic survey and a sketch of the language portraits in digital form, which were then further supported by follow-up interviews. Four participants’ LPs and oral narratives during the interviews were then subjected to qualitative multimodal analysis and discourse analysis. The results revealed that these digital language portraits (DLPs) possess significant features such as digital affordance and multimodality. They tap into the translanguaging spaces that emerge from the creative and critical meaning-making process, enabling multilingual individuals to visualize their linguistic repertoires through digital visual strategies. Furthermore, it was discovered that DLPs can foster creative performance and discursive negotiations, thereby enhancing participants’ expressive abilities in developing their language perceptions.

A Korean Sojourning Multilingual Child’s Diary as Translanguaging Spaces

ABSTRACT This qualitative case study delves into the diary entries of Jun, a second-grade Korean-English sojourner in the United States, to understand how his translanguaging practices contribute to his transnational identity formation. Through visual discourse analysis of nearly 100 diary entries that blend Korean and English texts with drawings, the study tracks the evolution of Jun’s bilingual narrative and identity expression. Interviews with Jun and his mother provide deeper insights into his linguistic development and the role of family in shaping his biliteracy. The findings reveal Jun’s strategic use of translanguaging as more than mere translation; it is an active construction of meaning and identity, demonstrating creativity and critical engagement with his environment. Jun’s diary becomes a translanguaging space where he navigates between languages and cultural norms, reflecting his position as a sojourner preparing for eventual reintegration into his homeland. The study emphasizes the significance of supporting sojourning children’s complex literate practices within home literacy environments, suggesting that educational systems should recognize and cultivate these translanguaging spaces for the benefit of multilingual children’s identity development and academic growth.

Translingual Oral Corrective Feedback in an Arabic as a Heritage Language Classroom in the USA

Over the years, a sweeping interest in translanguaging practices and corrective feedback (CF) in parallel has received momentum in instructed SLA research. Whereas previous CF studies focused on CF interactions and factors affecting L2 learning, this study examined how translanguaging intertwined with CF in Arabic as a Heritage Language learning in a sixth-grade class at a K-12 school in the USA. The research data resulted from twenty hours of class observations, interviews with the class teacher, and ten randomly selected participating students. The data were coded based on Ranta and Lyster’s (2007) CF types and uptake moves taxonomy. The results showed that the teacher's translanguaging practices helped learners engage in pedagogical tasks and CF interactions, leading to effective Arabic language learning. The teacher provided five CF types—explicit correction, recast, metalinguistic feedback, elicitation, and multiple feedback. Metalinguistic feedback, recast, and multiple feedback accounted for 72% of CF, where recasts received the highest uptake and repair rates (95% and 87%, respectively), and the other types of CF also led to high uptake and repair moves. This study suggests that CF can be effective when teachers employ translanguaging during CF interactions, positively address learner errors, and motivate learners’ in-class participation.

Translanguaging Spaces in the Educational Setting: The Case of English Senior High School Teachers

Translanguaging is about effective communication, not about language itself. It 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 (EAL Journal, 2016). This study has the benefit to determine the inclusion of translanguaging as a pedagogical tool and its effects on the teaching process in a classroom. The primary objective of this study is to thoroughly examine and analyze the underlying factors that influence teachers’ utilization of translanguaging in class discussions, while also identifying and addressing the potential barriers and obstacles they may encounter in implementing this approach. By delving into the motivations and challenges faced by instructors when employing translanguaging as a pedagogical tool, this research aims to shed light on best practices for its successful integration in classroom discourse. The participants of this research are the English Senior High School teachers who have the expertise of English related subjects in the Senior High department. Qualitative design is utilized in this research as it showed the use of translanguaging in an online class and multilingual classroom. Hence, it is investigated through a review of the teachers’ lesson plan, class observations and validation interview. The validation interview is used to check and prove the accuracy and the reasons of teachers in using translanguaging in class. The research investigates the effective translanguaging practices of the English teachers through categorizing them in language patterns and thought process diagrams. Hence, the findings revealed that translanguaging affects the teaching process in a class and was considered as an assistance in achieving the integration of the subject matter and deeper understanding of the topic that resulted in positive feedback and high scores from formal assessments of the students.

Afrofuturistic Translanguaging: Pathways to Students' Wellbeing in Disciplines

This study highlights the drawbacks of monolingual instruction in university disciplines and its adverse effects on students’ knowledge acquisition, mental, emotional, and academic well-being. Incorporating Afrofuturism, the research introduces translanguaging as an innovative component to explore the advantages of employing multilingual strategies. The goal is to mitigate limitations posed by monolingual approaches and actively contribute to safeguarding students’ comprehensive well-being in the academic context. Incorporating Afrofuturist principles, this study utilizes textual analysis with the researcher as a research instrument. It analyses how multilingual teaching not only addresses limitations associated with monolingual instruction but also positively impacts African students’ well-being. Innovative studies on translanguaging practices are highlighted, offering multilayered insights into the dynamic interplay of languages and knowledge in disciplines. The research offers an innovative approach by integrating Afrofuturist translanguaging strategies, providing valuable insights for enhancing student well-being across university disciplines. Identifying the limitations of monolingual instruction on disciplinary expertise, the study underscores its detrimental impact on African scholars’ mental, emotional, and academic well-being. By introducing Afrofuturist-aligned translanguaging practices, the research illuminates innovative strategies that surpass these limitations, demonstrating the advantages of embracing multilingualism in disciplinary settings. This Afrofuturist-inspired approach promotes a more inclusive understanding of linguistic diversity, nurturing belonging and resilience among students. Recognizing the detrimental effects of monolingual instruction on holistic growth in Africa’s universities, this study champions a transformative transition towards multilingualism.

Translanguaging in oral and written production in multilingualism: a systematic review

Based on a translanguaging theoretical approach considering languages not as separate entities but as an entire linguistic repertoire available to bi/multilingual individuals, this systematic review analyzed studies on TP associated with oral and written tasks in bilingual education, focusing on methods, analyses, and results. This study adopted PRISMA criteria for systematic reviews to search in Pubmed/Medline, Lilacs, Eric, Scopus, PsycINFO, and Web of Science databases for papers published between 2017-2021. Twenty-four papers were analyzed. The results evidenced that translanguaging practices were investigated in four papers focusing on written production, ten on oral production, and ten on both. Students' interactions were at the heart of the debates. Various approaches have been employed in translanguaging practices research, indicating an ongoing refinement of methods. The review portrays implications for bilingual education research and pedagogy based on an integrated language perspective in multilingualism.