Pedagogical translanguaging in English as second language (ESL) classrooms: A survey of existing studies
DOI:
https://doi.org/10.24200/jonus.vol7iss2pp120-146Abstract
Background and Purpose: There has been a strong assumption on part of ESL practitioners to use target language for teaching of ESL. However, in recent years, translanguaging has gained significant importance in teaching of ESL. This systematic review concentrates on empirical studies that draw on translanguaging framework in ESL classrooms in diverse contexts. By using the guidelines provided by PRISMA, the current work sheds light on the recent plethora of literature available across the globe. This systematic review identifies the differences with reference to the settings, participants’ background, methodology, and research problem. Moreover, it also evaluates how translanguaging has helped to improve ESL in diverse contexts. Also, it also suggests possible avenues for future research.
Methodology: Data was collected from 2015 to November 2021. The studies that used translanguaging for improving ESL skills are focused and analyzed.
Findings: The findings of the study showed that predominantly the research was conducted at the school level in the contexts of Africa, Japan and Indonesia using the qualitative approach. The findings also showed that translanguaging is helpful to improve ESL performance generally, but specifically it improves reading comprehension, vocabulary and writing skills. Moreover, the findings also indicated the positive attitude of teachers and students towards translanguaging pedagogy.
Contributions: The study synthesizes the knowledge to inform practitioners, researchers, teachers’ trainers, and policy makers about the recent advances in the field of teaching ESL, while using the learners’ complete linguistic repertoire.
Keywords: Translanguaging pedagogy, English language learning, systematic review, survey, recent advances.
References
Adamson, J., & Coulson, D. (2015). Translanguaging in English academic writing preparation. International Journal of Pedagogies and Learning, 10(1), 24-37.
Afriadi, R., & Hamzah, H. (2021). Exploring translanguaging practice in EFL classroom talk. In English Language and Literature International Conference (ELLiC) Proceedings, 4(1), 99-107.
Aoyama, R. (2020). Exploring Japanese high school students' L1 use in translanguaging in the communicative EFL classroom. The Electronic Journal for English as a Second Language, 23(4), 1-18.
Atta, A., & Naqvi, S. B. (2021). Translanguaging as a pedagogical strategy to improve English reading and writing skills at University Level. Asian EFL Journal, 28(2.3), 181-218.
Baker, C. (2001). Fundamentals of bilingual education and bilingualism. Multilingual Matters.
Bartlett, K. A. (2018). Applying translanguaging techniques in Japanese EFL settings. In Asian Conference on Language Learning 2018: Official Conference Proceedings (pp. 239-251). International Academic Forum.
Bin-Tahir, S. Z., Saidah, U., Mufidah, N., & Bugis, R. (2018). The impact of translanguaging approach on teaching Arabic reading in a multilingual classroom. Ijaz Arabi Journal of Arabic Learning, 1(1), 22-29.
Burton, J., & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors’ language orientations and attitudes toward translanguaging. TESL Canada Journal, 36(1), 21-47.
Cenoz, J. (2017). Translanguaging in school contexts: International perspectives. Journal of Language, Identity and Education, 16(4), 193–198.
Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300-311.
Champlin, M. J. (2016). Translanguaging and bilingual Learners: A study of how translanguaging promotes literacy skills in bilingual students. (Unpublished master’s thesis). St. John Fisher College.
Chen, F., Tsai, S. C., & Tsou, W. (2019). The application of translanguaging in an English for specific purposes writing course. English Teaching & Learning, 43(1), 65-83.
De Los Reyes, R. A. (2019). Translanguaging in multilingual third grade ESL classrooms in Mindanao, Philippines. International Journal of Multilingualism, 16(3), 302-316.
Garcia, O. (2009). Emergent bilinguals and TESOL: What's in a name? TESOL Quarterly, 43(2), 322-326.
García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
García, O., & Lin, A. M. Y. (2017). Bilingual and multilingual education. Springer.
Hungwe, V. (2019). Using a translanguaging approach in teaching paraphrasing to enhance reading comprehension in first-year students. Reading & Writing-Journal of the Reading Association of South Africa, 10(1), 1-9.
Ke, I. C., & Lin, S. (2017). A translanguaging approach to TESOL in Taiwan. English Teaching & Learning, 41(1), 33-61.
Kim, S., & Chang, C. H. (2020). Japanese L2 learners’ translanguaging practice in written peer feedback. International Journal of Bilingual Education and Bilingualism, 25(4), 1363- 1374.
Kiramba, L. K. (2016). Communicative practices in a bi-/multilingual, rural, fourth grade classroom in Kenya. (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign.
Khairunnisa, K., & Lukmana, I. (2020). Teachers’ attitudes towards translanguaging in Indonesian EFL classrooms. Jurnal Penelitian Pendidikan, 20(2), 254-266.
Lau, S. M. C., Juby-Smith, B., & Desbiens, I. (2017). Translanguaging for transgressive praxis: Promoting critical literacy in a multiage bilingual classroom. Critical Inquiry in Language Studies, 14(1), 99-127.
Kuandykov, A. (2021). EFL teachers’ translanguaging pedagogy and the development of beliefs about translanguaging. (Unpublished master’s thesis). Nazarbayev University.
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654.
Li, S., & Luo, W. (2017). Creating a translanguaging space for high school emergent bilinguals. CATESOL Journal, 29(2), 139-162.
Makalela, L. (2015). Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200–217.
Maseko, K., & Mkhize, D. N. (2019). Translanguaging mediating reading in a multilingual South African township primary classroom. International Journal of Multilingualism, 18(3), 455-474.
Mbirimi-Hungwe, V. (2016). Translanguaging as a strategy for group work: Summary writing as a measure for reading comprehension among university students. Southern African Linguistics and Applied Language Studies, 34(3), 241-249.
Mgijima, V. D. (2019). Trajectories of the effects of translanguaging on reading comprehension among IsiXhosa-English multilingual learners. (Unpublished doctoral dissertation). University of the Witwatersrand, Johannesburg, South Africa.
Namrullah, Z., Syawal, S., & Nasrullah, A. (2020). Enhancing reading comprehension through translanguaging strategy. Journal of Language Teaching and Research, 11(6), 970-977.
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery, 10(1), 1-11.
Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757-772.
Portolés, L., & Martí, O. (2017). Translanguaging as a teaching resource in early language learning of English as an additional language (EAL). Bellaterra Journal of Teaching & Learning Language & Literature, 10(1), 61-77.
Putri, F. I., & Rifai, I. (2021). Translanguaging practices in EFL classrooms: Teachers’ perspective. English Journal Literacy Utama, 6(1), 460-470.
Prilutskaya, M. (2021). Examining pedagogical translanguaging: A systematic review of the literature. Languages, 6(4), 1-18.
Rajendram, S. (2021). The cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive affordances of translanguaging. Applied Linguistics Review, 1(1), 000010151520200075.
Spahiu, I., & Kryeziu, N. (2021). Grammatical mistakes of Albanian students in learning English as a foreign language. Linguistics and Culture Review, 5(S3), 814-822.
Sulaiman, R. S., & Taqi, H. A. (2020). Translanguaging as an ESL learning strategy: A case study in Kuwait. International Journal of Higher Education, 9(6), 54-63.
Tabatabaei, R. (2019). Translanguaging in ESL classrooms in Sweden: From the students’ point of view. (Research project/thesis). Stockholms universitet.
Tian, Z. (2020). Translanguaging design in a Mandarin/English dual language bilingual education program. Boston College.
Turnbull, B. (2019). Translanguaging in the planning of academic and creative writing: A case of adult Japanese EFL learners. Bilingual Research Journal, 42(2), 232-251.
Vaish, V. (2018). Challenges and directions in implementing translanguaging pedagogy for low achieving students. Classroom Discourse, 10(3-4), 274-289.
Yafele, S. (2021). Translanguaging for academic reading at a South African university. Southern African Linguistics and Applied Language Studies, 39(4), 404-424.
Ying, Y. H., Siang, W. E. W., & Mohamad, M. (2021). The challenges of learning English skills and the integration of social media and video conferencing tools to help ESL learners coping with the challenges during COVID-19 pandemic: A literature
review. Creative Education, 12(7), 1503-1516.
Afriadi, R., & Hamzah, H. (2021). Exploring translanguaging practice in EFL classroom talk. In English Language and Literature International Conference (ELLiC) Proceedings, 4(1), 99-107.
Aoyama, R. (2020). Exploring Japanese high school students' L1 use in translanguaging in the communicative EFL classroom. The Electronic Journal for English as a Second Language, 23(4), 1-18.
Atta, A., & Naqvi, S. B. (2021). Translanguaging as a pedagogical strategy to improve English reading and writing skills at University Level. Asian EFL Journal, 28(2.3), 181-218.
Baker, C. (2001). Fundamentals of bilingual education and bilingualism. Multilingual Matters.
Bartlett, K. A. (2018). Applying translanguaging techniques in Japanese EFL settings. In Asian Conference on Language Learning 2018: Official Conference Proceedings (pp. 239-251). International Academic Forum.
Bin-Tahir, S. Z., Saidah, U., Mufidah, N., & Bugis, R. (2018). The impact of translanguaging approach on teaching Arabic reading in a multilingual classroom. Ijaz Arabi Journal of Arabic Learning, 1(1), 22-29.
Burton, J., & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors’ language orientations and attitudes toward translanguaging. TESL Canada Journal, 36(1), 21-47.
Cenoz, J. (2017). Translanguaging in school contexts: International perspectives. Journal of Language, Identity and Education, 16(4), 193–198.
Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300-311.
Champlin, M. J. (2016). Translanguaging and bilingual Learners: A study of how translanguaging promotes literacy skills in bilingual students. (Unpublished master’s thesis). St. John Fisher College.
Chen, F., Tsai, S. C., & Tsou, W. (2019). The application of translanguaging in an English for specific purposes writing course. English Teaching & Learning, 43(1), 65-83.
De Los Reyes, R. A. (2019). Translanguaging in multilingual third grade ESL classrooms in Mindanao, Philippines. International Journal of Multilingualism, 16(3), 302-316.
Garcia, O. (2009). Emergent bilinguals and TESOL: What's in a name? TESOL Quarterly, 43(2), 322-326.
García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
García, O., & Lin, A. M. Y. (2017). Bilingual and multilingual education. Springer.
Hungwe, V. (2019). Using a translanguaging approach in teaching paraphrasing to enhance reading comprehension in first-year students. Reading & Writing-Journal of the Reading Association of South Africa, 10(1), 1-9.
Ke, I. C., & Lin, S. (2017). A translanguaging approach to TESOL in Taiwan. English Teaching & Learning, 41(1), 33-61.
Kim, S., & Chang, C. H. (2020). Japanese L2 learners’ translanguaging practice in written peer feedback. International Journal of Bilingual Education and Bilingualism, 25(4), 1363- 1374.
Kiramba, L. K. (2016). Communicative practices in a bi-/multilingual, rural, fourth grade classroom in Kenya. (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign.
Khairunnisa, K., & Lukmana, I. (2020). Teachers’ attitudes towards translanguaging in Indonesian EFL classrooms. Jurnal Penelitian Pendidikan, 20(2), 254-266.
Lau, S. M. C., Juby-Smith, B., & Desbiens, I. (2017). Translanguaging for transgressive praxis: Promoting critical literacy in a multiage bilingual classroom. Critical Inquiry in Language Studies, 14(1), 99-127.
Kuandykov, A. (2021). EFL teachers’ translanguaging pedagogy and the development of beliefs about translanguaging. (Unpublished master’s thesis). Nazarbayev University.
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654.
Li, S., & Luo, W. (2017). Creating a translanguaging space for high school emergent bilinguals. CATESOL Journal, 29(2), 139-162.
Makalela, L. (2015). Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200–217.
Maseko, K., & Mkhize, D. N. (2019). Translanguaging mediating reading in a multilingual South African township primary classroom. International Journal of Multilingualism, 18(3), 455-474.
Mbirimi-Hungwe, V. (2016). Translanguaging as a strategy for group work: Summary writing as a measure for reading comprehension among university students. Southern African Linguistics and Applied Language Studies, 34(3), 241-249.
Mgijima, V. D. (2019). Trajectories of the effects of translanguaging on reading comprehension among IsiXhosa-English multilingual learners. (Unpublished doctoral dissertation). University of the Witwatersrand, Johannesburg, South Africa.
Namrullah, Z., Syawal, S., & Nasrullah, A. (2020). Enhancing reading comprehension through translanguaging strategy. Journal of Language Teaching and Research, 11(6), 970-977.
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery, 10(1), 1-11.
Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757-772.
Portolés, L., & Martí, O. (2017). Translanguaging as a teaching resource in early language learning of English as an additional language (EAL). Bellaterra Journal of Teaching & Learning Language & Literature, 10(1), 61-77.
Putri, F. I., & Rifai, I. (2021). Translanguaging practices in EFL classrooms: Teachers’ perspective. English Journal Literacy Utama, 6(1), 460-470.
Prilutskaya, M. (2021). Examining pedagogical translanguaging: A systematic review of the literature. Languages, 6(4), 1-18.
Rajendram, S. (2021). The cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive affordances of translanguaging. Applied Linguistics Review, 1(1), 000010151520200075.
Spahiu, I., & Kryeziu, N. (2021). Grammatical mistakes of Albanian students in learning English as a foreign language. Linguistics and Culture Review, 5(S3), 814-822.
Sulaiman, R. S., & Taqi, H. A. (2020). Translanguaging as an ESL learning strategy: A case study in Kuwait. International Journal of Higher Education, 9(6), 54-63.
Tabatabaei, R. (2019). Translanguaging in ESL classrooms in Sweden: From the students’ point of view. (Research project/thesis). Stockholms universitet.
Tian, Z. (2020). Translanguaging design in a Mandarin/English dual language bilingual education program. Boston College.
Turnbull, B. (2019). Translanguaging in the planning of academic and creative writing: A case of adult Japanese EFL learners. Bilingual Research Journal, 42(2), 232-251.
Vaish, V. (2018). Challenges and directions in implementing translanguaging pedagogy for low achieving students. Classroom Discourse, 10(3-4), 274-289.
Yafele, S. (2021). Translanguaging for academic reading at a South African university. Southern African Linguistics and Applied Language Studies, 39(4), 404-424.
Ying, Y. H., Siang, W. E. W., & Mohamad, M. (2021). The challenges of learning English skills and the integration of social media and video conferencing tools to help ESL learners coping with the challenges during COVID-19 pandemic: A literature
review. Creative Education, 12(7), 1503-1516.
Downloads
Published
2022-06-30
Issue
Section
Articles
How to Cite
Pedagogical translanguaging in English as second language (ESL) classrooms: A survey of existing studies. (2022). Journal of Nusantara Studies (JONUS), 7(2), 120-146. https://doi.org/10.24200/jonus.vol7iss2pp120-146
