Translanguaging in Multilingual University Classrooms: Effects on Students' Language Skills and Perceptions

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Amira Desouky Ali (ORCID Amira Desouky Ali (ORCID 0000-0003-4175-4194)
  • Language:
    English
  • Source:
    Bilingual Research Journal. 2024 47(2):186-210.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      25
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Multilingualism; Code Switching (Language); Native Language; Second Language Learning; College Students; Language Usage; Classroom Communication; College Faculty; Language Proficiency; Translation; Phrase Structure; Notetaking; Brainstorming; Language Skills; Student Attitudes; Teaching Methods; Instructional Effectiveness; Spanish; Arabic; English (Second Language); Majors (Students); Second Language Instruction; Undergraduate Students; Foreign Countries
    • Subject Terms:
      Egypt
    • Accession Number:
      10.1080/15235882.2024.2336942
    • ISSN:
      1523-5882
      1523-5890
    • Abstract:
      This study examined how two Translanguaging (TL) modes impact multilingual students' English skills. It also investigates the perceived benefits and disadvantages of the translanguaging practices used by both students and teacher. The research sample comprised 96 multilingual students divided into three groups: a control group and two experimental groups, one being a student-led TL group and the other a teacher-led TL group. This study employed a mixed-methods design to gather data through tests, questionnaires, and semi-structured interviews. Statistical analysis revealed significant improvements in language skills for the experimental groups. However, no significant differences were found between the two experimental groups in speaking, reading, and writing skills. The study showed that translanguaging was not viewed as a hindrance to language learning or as indicative of linguistic inadequacy. Participants used translanguaging to support their classmates with lower proficiency by translating, paraphrasing, and comparing words. They also used it for note-taking and brainstorming. Students' attitudes toward the use of translanguaging by the teacher were positive. This study provides valuable insights into the effectiveness and perceptions of translanguaging pedagogy among multilingual students.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1424508