Overall, this literature indicates that the African American segment of the student population in this country is at risk for academic difficulties at least in part due to their disproportionately high rates of living in poverty. Whereas so many more African American students are affected by poverty than are non-Hispanic White students, and the negative effects of poverty can be profound, the outcomes of any examination of factors contributing to the Black-White achievement gap should not ignore SES.

Any child living in a home where basic necessities such as food, shelter, clothing, and health care are inadequate is at risk for serious illness, poor school attendance, and compromised cognitive development

The dialect shifting-reading achievement hypothesis predicts that African American students who are speakers of AAE but who shift toward SAE in literacy tasks presented in SAE will outperform students who do not make this shift

Influences such as these were not part of the model and likely contributed to the approximately 60% of variance in reading scores not explained by the variables considered in this investigation

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).

the focus of such work has been more on learner attitudes and acceptability and less on the strategies used by instructors to motivate learners.

study investigated the motivational benefits of using translanguaging along this continuum.

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)

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.

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.

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.

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

TABLE 5 PROFICIENCY LEVEL AND TRANSLANGUAGING My high level of English proficiency and competence in English is a result of my instructor's use of Arabic in my English lessons. S/N Option Frequency Percent 1 Strongly Agree 77 48.4 2 Agree 31 19.5 3 Neutral 27 17 4 Disagree 15 9.4 5 Strongly Disagree 9 5.7

The unit included a variety of activities such as introducing students to linguistic terms (dialect, accent, etc.)

The authors found that the majority of students in their study held conflicting viewpoints about AAVE, demonstrated by their beliefs that AAVE is just as good as privileged English dialects but that the learning of privileged English dialects is necessary to be successful in academic and professional settings.

Teachers who held these views tended to see AAE speakers as being lazy and sloppy in their speech rather than as careful and consistent in the use of their home dialect. Such negative assessments and reduced expectations can impact students by significantly depressing their motivation, self-confidence, and self-efficacy; interfering with their ability to learn to read, write, and speak SE; and supporting a self-fulfilling prophecy of poor performance and low achievemen

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.

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.

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.

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.

In regarding to the teachers' practice on translanguaging in EFL classroom, we observed seven strategies that can be discussed in this article.

translanguaging as a multifaceted discursive process in which students and teachers utilize the complete range of students' linguistic practices.

translanguaging as a pedagogical practice that involves teaching and learning through multiple languages to enhance students' knowledge, comprehension, and experiences.