Examining Pedagogical Translanguaging: A Systematic Review of the Literature
Abstract
:1. Introduction
- What characterizes empirical studies on translanguaging in terms of their context (educational settings, geography, participants, languages), research objectives, and methodology?
- According to the analysed corpus of studies, what are the factors enabling and constraining classroom application of translanguaging?
- Based on the analysed corpus of studies, what specific avenues for future research on pedagogical translanguaging can be proposed?
2. Methodology
- 840 abstracts were excluded for being not on topic, that is, they presented research on translanguaging practices outside of formal educational settings, for instance, translanguaging in social media, in health care, in marketplaces, places of worship, and other social arenas;
- 18 abstracts were not in English;
- 4 abstracts could not be obtained even after requests were sent to other libraries;
- As a result of the initial title/abstract screening, 1038 abstracts were excluded, leaving 590 articles for full-text screening. During the full-text screening, more articles were excluded. These were:
- 64 duplicates;
- 157 non-empirical articles;
- 13 articles for being not on topic;
- 8 articles with no full-text available.
- Context: educational settings, geography, languages, participants;
- Research questions(s)/research objective(s);
- Methodology: quantitative, qualitative, mixed;
- Method(s) of data collection;
- Findings;
- Future avenues.
3. Results
3.1. What Characterizes Empirical Studies on Translanguaging in Terms of Their Context (Educational Settings, Geography, Participants, Languages), Research Objectives, and Methodology?
- Complementary or heritage schools with mixed age groups of learners;
- CLIL classes at primary, secondary and upper-secondary levels;
- Dual language (DL) or bilingual classrooms at all levels of education;
- English as a medium of instruction (EMI) at tertiary level;
- Sheltered classes for newly arrived immigrants at primary, secondary and upper-secondary levels;
- Mainstream English classes with English being labelled as second (ESL), foreign (EFL), additional (EAL) or new language (ENL).
- Language use and functions of translanguaging practices in teacher-learner and peer interaction;
- Perceptions of translanguaging practices among teachers and/or learners, including teacher and learner beliefs about use of L1/home/minority languages in the classroom;
- Focus on the measurable effects of translanguaging on learners’ performance and language learning;
- Investigation of the way teachers’ language ideologies interact with teaching practices and thus influence students’ translanguaging;
- Mapping of existing language policies and exploring how these may shift from monolingual to multilingual as a consequence of translanguaging-based interventions;
- Examining the affordances of translanguaging-based approaches in relation to various assessments practices;
- Looking into the way translanguaging strategies may mediate learners’ emotional well-being, alleviate language learning anxiety, and reduce negative behaviours;
- Exploring the role of translanguaging pedagogies in co-construction of emergent bilingual students’ identities as well as in promoting social justice through equity in education;
- Investigating translanguaging as a pedagogical tool. For instance, how its use may improve students’ metalinguistic awareness, reading comprehension, oral skills, and vocabulary acquisition.
3.2. According to the Analyzed Corpus Studies, What Are the Factors Enabling and Constraining Classroom Application of Translanguaging?
3.2.1. Stakeholders
Viewing their students as successful bilinguals was essential in that, from the outset, students were not seen to have linguistic deficits, which could have resulted in the professors simply believing they would not be successful in the class based solely on their language proficiency and not on their understanding of course content.
it would be helpful for teachers to have an overall understanding of translanguaging, not only as a pedagogic strategy to support learning but also as a feature of natural bilingual discourse, which they and their students can employ according to the situational demands
This study shows that providing participants with exposure to theory and research on different language ideologies in the field, paired with a first-hand experience of a translanguaging space in an academic setting, facilitates future teachers’ willingness to engage and embrace the contradictions and complexities of their role(s) as bilingual teachers and the realities and demands of educating Mexican American/Latinx emergent bilingual students in the current socio-political climate.
translanguaging functioned as an important discursive tool that emergent bilingual teachers and students used to communicate across language differences in the beginner ESL classes. In spite of its apparent utility, however, it existed within an unhospitable ecology of policies, practices, ideologies, and relationships, which tempered its pedagogical and interpersonal power.
We find that teachers apply the language resources at their disposal with some skill to make learners engage with subject content. However, the institutional language ideologies that materialize in the school’s language policy and in testing regimes, turn such skilful language practices from an asset into a relative disadvantage. While aware that they are transgressing the principal’s language policy as well as knowing that their students are struggling with monoglossic examination requirements, teachers continue to translanguage for the pedagogic advantages this brings, despite the rigid, separatist language ideologies that inform school management.
There is rhetorical celebration of multilingualism in the policy documents and this is reflected in the interviewees favourable attitudes towards multilingualism themselves. However; at the same time because of the lack of positive engagement and encouragement at the policy level there is no real culture or widespread practice in schools of using languages as flexible resources that can be meaningfully deployed for learning and assessment purposes…
If we desire to build classrooms where children develop metalinguistic awareness that can serve their writing, then we must welcome family and community members, lift their ways with words for children to appreciate, and elevate the dynamic and ever-changing nature of languages as resources for writing.
3.2.2. Context
3.2.3. Activity Type
3.3. Based on the Analyzed Corpus of Studies, What Specific Avenues for Future Research on Pedagogical Translanguaging Can Be Proposed?
- More research on translanguaging in teacher education and continuous professional development of all teachers in order to facilitate sustainable translanguaging in praxis beyond a single intervention (e.g., Costley and Leung 2020; Deroo et al. 2020; Martínez et al. 2015);
- More ethnographic sociolinguistic studies to examine the role of translanguaging in the development of learners’ hybrid identities, language ideology, and language development (e.g., Abourehab and Azaz 2020; Axelrod 2017; Parmegiani 2014);
- More small-scale investigations of translanguaging practices to examine whether these are transferrable to other contexts (e.g., Adamson and Yamauchi 2020; Esquinca et al. 2014; Makalela 2015a);
- More research on how translanguaging works in mainstream English classes (e.g., Afitska 2020);
- More projects to influence policy makers and the discourse on translanguaging in ELT and language education in general (e.g., Aitken and Robinson 2020);
- More research focusing on the translanguaging practices and interliteracy skills of young emergent bilingual children as well as across the developmental spectrum (e.g., Axelrod and Cole 2018; Velasco and García 2014);
- More rigorous, longitudinal research in school settings where translanguaging pedagogies have been adopted to explore the long-term impact of these pedagogies (e.g., Back 2020; Mwinda and van der Walt 2015; Vaish and Subhan 2015);
- More studies involving Latinx and African Americans of different ages in DL classrooms across a variety of contexts (e.g., Bauer et al. 2016; Durán and Palmer 2013; Gort and Sembiante 2015; Palmer et al. 2014);
- More research on the role of parents, extended family, and community members in leaners’ language learning process in school context (e.g., Fang and Liu 2020);
- More research on translanguaging in assessment practices (e.g., Li and Luo 2017; Prilutskaya and Knoph 2020);
- More research on the effect of translanguaging on learning outcomes, including the relationship between leaners’ proficiency level and the effects of translanguaging on language learning (e.g., Mgijima and Makalela 2016; Makalela 2015b; Turnbull 2019).
4. Discussion and Concluding Remarks
Supplementary Materials
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Prilutskaya, M. Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages 2021, 6, 180. https://doi.org/10.3390/languages6040180
Prilutskaya M. Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages. 2021; 6(4):180. https://doi.org/10.3390/languages6040180
Chicago/Turabian StylePrilutskaya, Marina. 2021. "Examining Pedagogical Translanguaging: A Systematic Review of the Literature" Languages 6, no. 4: 180. https://doi.org/10.3390/languages6040180
APA StylePrilutskaya, M. (2021). Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages, 6(4), 180. https://doi.org/10.3390/languages6040180