Translanguaging in teaching foreign languages
The concept of translanguaging first surfaced within linguistics towards the end of the 20th century. Translanguaging involves the use of one language to enhance comprehension in another, thereby increasing the proficiency of students in both languages.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 23.09.2024 |
| Размер файла | 12,0 K |
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Translanguaging in teaching foreign languages
Luchenko Olha
PhD in Pedagogy, Research fellow at the Department of East Asian Studies Faculty of Arts
Comenius University in Bratislava, Slovakia
Doronina Olha
PhD in Pedagogy, Senior lecturer at the Department of Foreign Languages for Professional Purposes, School of Foreign Languages
V. N. Karazin Kharkiv National University, Ukraine
The concept of translanguaging first surfaced within linguistics and language education towards the end of the 20th century. Its wider acknowledgement and adoption in the early 21st century represent a certain liberation from negative perceptions regarding bilingualism and offer a different perspective on monolingualism and bi/multilingualism. Translanguaging involves the use of one language to enhance comprehension in another language, thereby increasing the proficiency of students in both languages [3]. Baker (2011) describes translanguaging as “the process of making meaning, shaping experiences, gaining understanding and knowledge through the use of two languages” [1].
Some educators view translanguaging as a threat, with the potential to undermine the exclusive use of the target language teaching and discourage students from using it [6]. Indeed, the use of a monolingual approach in foreign language classes allows students to concentrate on the target language; however, it stops them from using all their linguistic repertoires to understand and wholly engage with the content they are learning [5].
Chaika (2023) presents the following translanguaging practices and strategies observed in a multilingual classroom: code-switching (students switch between their native language and any other they feel comfortable with to convey thoughts); translational mediation (clarifying complex ideas in students' native languages); provision of linguistic support through multilingual resources and collaborative group work. Some of the benefits of translanguaging in such classrooms include academic engagement, an inclusive learning environment and improved language skills. On the other hand, language dominance might pose a challenge because, in some cases, students rely heavily on their home or dominant language. This can potentially limit exposure to the target language and hinder the development of language proficiency [2].
A recent empirical study on the use of English as a medium of instruction (EMI) in multilingual classrooms by non-native speakers in Japanese language teaching sheds light on the benefits of using translanguaging. The findings of Luchenko et al. (2024) indicate that translation, interpreting and code-switching help to develop the target language skills. Translanguaging is used to “promote a more profound and fuller understanding of the subject.” The teachers who took part in the research stated that code-switching or translating between the first language, Japanese and English in classrooms where Japanese is taught as a foreign language “is a common practice". When subject-specific English terminology or grammar patterns are explained and students' comprehension is checked, transl anguaging is employed [4].
Vyshnevska et al. (2021) observe “multiple benefits from creating a learning environment where translanguaging is encouraged". Translanguaging in ESP classrooms is advocated as a flexible and essential strategy for students to comprehend texts, receive task guidelines, acquire linguistic knowledge, and engage in dialogue. Students resort to translanguaging to enhance comprehension and lower stress caused by limited language proficiency. Nevertheless, excessive translanguaging is regarded as a disadvantage that might impede students' exposure to the target language input [6]. translanguaging language teaching
Translanguaging is claimed to enhance language acquisition, contribute to better academic performance in multilingual classrooms and create an inclusive learning environment. Translanguaging practices facilitate cultural connection and promote cognitive development through critical thinking. However, for translanguaging to benefit the acquisition of the target language, it must be justified and not given equal time and focus as the target language.
References
Baker, C. (2011). Foundations of bilingual education and bilingualism. 5th edition. Bristol: Multilingual Matters.
Chaika, O. (2023). Translanguaging in multilingual classrooms: a case study analysis. Philological Review, 1(21), 127-135. https://doi.org/10.31499/2415-8828.T2023.281366
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation: An International Journal on Theory and Practice, 1 -14. https://doi.org/10.1080/13803611.2012.718488
Luchenko, O., Doronina, O., & Chervinko, Ye. (2024). The use of English medium
instruction in multilingual classrooms in Japanese language teaching by non-native speakers. Preprints, 2024012004, 1-12.
https://doi.org/10.20944/preprints202401.2004.v1
Rondon, K.T., & Winfield, M.C. (2024). Implementing translanguaging in bi/multilingual literacy classrooms: insights from teaching experience and reading research. Revista Transdisciplinar de Letras Educagdo e Cultura da UNIGRAM - a InterLetras, 11 (38), 1-11.
Vyshnevska, K., Bratanych, O., Skydan, S., Hushko, O., & Karimova, Z. (2021).
Translanguaging as an aspect of ESP acquisition in non-linguistic universities. SHS Web of Conferences 100, 02012 (2021), 1-9. https://doi.org/10.1051/shsconf/202110002012
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