This study investigated the motivational benefits of translanguaging in EFL classes in the monolingual Arabic environment of Saudi Arabia through the lens of self-determination theory.
This study primarily focused on the self-determination of students to want to learn, but some factors did influence students' decision to commit such as being able to speak their native tongue and understanding the value of the language being learned.
Participants reported feeling motivated by translanguaging to achieve their desired level of English proficiency. Two-thirds (67.9%) attributed their high level of proficiency to the use of Arabic in class
Two-thirds of students reported having a high-level of proficiency in English because of the allowed use of Arabic in their class.
The responses to Item 10 indicated that participants were either motivated intrinsically, in the sense that they were studying English with personal interest and inherent satisfaction, or extrinsically, because they were learning English out of pride, seeking approval or recognition from society.
This is where it's referenced students being motivated intrinsically or for their own satisfaction.
In terms of the SDT, they were motivated because they had a goal to achieve. When learners become interested in the people and culture speaking another language, they are expected to have a higher motivational quality that will result in better performance (Ryan & Deci, 2000). In response to Item 6, students placed a utilitarian value on language learning, such as to improve one's career potential or gain social recognition or economic advantages.
Students would start with the intention of learning English for their career or social recognition, but it would often change later for the people and culture behind the language.
Participating students reportedly appreciated the way their instructor allowed them to have class discussions in Arabic and write EFL activities in English (see Table 6, Item 1)
Participating students enjoyed the instructor's lesson plan to have them have class discussions in Arabic and write their EFL activities in English. This is a tangible example of what was done in the study.
study investigated the motivational benefits of using translanguaging along this continuum.
This study observed the value of motivation students have with translanguaging
the focus of such work has been more on learner attitudes and acceptability and less on the strategies used by instructors to motivate learners.
This suggests a nuance in what the goal is; Do we want the most success academically, or do we want cooperative connections and learner acceptance in class rooms?
This phenomenon goes beyond code-switching, encompassing "any practices that draw on an individual's linguistic and semiotic repertoires," such as "reading in one language and discussing the reading in another" (p. 5).
I'm assuming they're saying because it's more deliberate of speaking in one language for one session of speech and then switching to another-- that is going beyond code-switching which includes words of multiple dialects in one sentence.
This study's findings highlight the important role of translanguaging as an effective pedagogical method for improving English language acquisition in EFL classrooms, especially at the high school level in Indonesia.
The study concludes overall that translanguaging is a highly-effective way of teaching English to non-English speakers and is an important role for all teachers to adopt for their students' success.
1) knowledge construction, which pertains to utilizing Translanguaging for comprehension of the subject matter; 2) classroom management, wherein educators employ translanguaging to oversee student conduct during the learning process; 3) interpersonal relationships, encompassing the teacher's initiatives to foster connections with students; and 4) personal and affective meanings, which signify the articulation of personal experiences, emotions, and sociocultural dimensions of the educator.
The four primary functions of translanguaging are; 1.) Knowledge construction 2.) Classroom management 3.) Interpersonal relationships between teachers and students 4.) Personal and affective meanings to articulate the multiple dimensions of the educator
Baker (2001) highlighted four advantages of translanguaging in bilingual or multilingual education. Initially, it improves content comprehension by prompting students to read in one language and write in another, fostering deeper analysis and understanding. Secondly, it enhances proficiency in the less dominant language by augmenting communication and reading abilities, thereby fostering bilingualism and biliteracy. Third, it enhances home-school links, enabling kids to discuss academic content at home in their mother language, so facilitating comprehension. Fourth, it promotes classroom integration by uniting students with diverse language proficiency levels, thereby cultivating a more inclusive learning environment.
The four advantages stated here are; 1.) Content comprehension through prompts read in one language but written in another 2.) Enhances proficiency in the less dominant language by focusing on communication and reading skills 3.) Enhances home-school links by allowing children to discuss topics learned at school in their mother-tongue 4.) Promotes classroom diversity by uniting students under their shared language proficiency
A qualitative study in South Africa examined university students' views on translanguaging academic concepts. Participants said translanguaging group conversations helped them understand complicated English. Despite speaking more than three languages, they thought translanguaging could improve reading comprehension in multilingual classrooms (Mbirimi-Hungwe, 2021). Participants saw linguistic diversity as a learning resource and were generally positive.
This references a qualitative study done with South African university students stating their experience learning English was easier with translanguaging group conversations. Despite speaking more than three languages, students state reading comprehension came easier. Ultimately a net positive.
In regarding to the teachers' practice on translanguaging in EFL classroom, we observed seven strategies that can be discussed in this article.
The 7 strategies stated here are; 1.) Reinforce prior knowledge 2.) Translanguaging in grammatical instruction 3.) Facilitate students' responses 4.) Emphasize key points 5.) Promote classroom management 6.) Enhance and build vocabulary understanding 7.) Give clear directions and feedback
translanguaging as a multifaceted discursive process in which students and teachers utilize the complete range of students' linguistic practices.
Garcia and Wei describe translanguaging as a complex process that passes from one thing to another to enhance student knowledge
translanguaging as a pedagogical practice that involves teaching and learning through multiple languages to enhance students' knowledge, comprehension, and experiences.
Translanguaging as defined by Williams involving teaching and learning through multiple languages to enhance the knowledge and comprehension of students.