Translanguaging in Teaching English as a Foreign Language: Functions and Challenges
Javad Gholami
1
(
Department of English Language and Literature at Urmia University, Urmia, IRAN.
)
Alla Faris Hadi
2
(
Department of English Language and Literature at Urmia University, Urmia, IRAN.
)
کلید واژه: EMI, Translanguaging, Functions, Challenges, Teachers’ perspectives, Iraqi context,
چکیده مقاله :
Despite extensive studies on translanguaging in content and language teaching literature in recent years, it has hardly been acknowledged as a valid pedagogical approach. Furthermore, there exists a paucity of research about translanguaging as a pedagogical approach in newly established EMI classrooms and the perspectives of EMI educators on their translanguaging methodologies. Therefore, it is essential to elucidate how EMI educators comprehend their translanguaging methods during specific instances of classroom interaction and how diverse contextual elements influence these interactions. This study examines teachers’ perspectives on the functions and challenges of applying translanguaging in EMI classrooms and how EMI instructors interpret their translanguaging practices in Iraq educational contexts. This study uses translanguaging as an analytical framework to investigate the interactional dynamics in content and language instruction to enhance student engagement and integrate external knowledge into the classroom. In doing so, five teachers were selected for an in-depth interview on various aspects of translanguaging. Thematic analysis was used to analyze the data, and the extracted themes were discussed. The pedagogical implications for educators and policymakers were elaborated.Thematic analysis was used to analyze the data, and the extracted themes were discussed. The pedagogical implications for educators and policymakers were elaborated.The pedagogical implications for educators and policymakers were elaborated.
چکیده انگلیسی :
Despite extensive studies on translanguaging in content and language teaching literature in recent years, it has hardly been acknowledged as a valid pedagogical approach. Furthermore, there exists a paucity of research about translanguaging as a pedagogical approach in newly established EMI classrooms and the perspectives of EMI educators on their translanguaging methodologies. Therefore, it is essential to elucidate how EMI educators comprehend their translanguaging methods during specific instances of classroom interaction and how diverse contextual elements influence these interactions. This study examines teachers’ perspectives on the functions and challenges of applying translanguaging in EMI classrooms and how EMI instructors interpret their translanguaging practices in Iraq educational contexts. This study uses translanguaging as an analytical framework to investigate the interactional dynamics in content and language instruction to enhance student engagement and integrate external knowledge into the classroom. In doing so, five teachers were selected for an in-depth interview on various aspects of translanguaging. Thematic analysis was used to analyze the data, and the extracted themes were discussed. The pedagogical implications for educators and policymakers were elaborated.Thematic analysis was used to analyze the data, and the extracted themes were discussed. The pedagogical implications for educators and policymakers were elaborated.The pedagogical implications for educators and policymakers were elaborated.
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