t was conducted in a school in Paschim Medinipur District, WestBengal, India. Therefore, the sample was collected from a small geographical location.
Limitations: Single-site, small geographic scope (p. 11). Why it matters: CRAAP to balance strengths with scope limits.
Hence, in a translanguaging classroom, one language is used to reinforce the performance in otherlanguages and students learn many new words from each other which enrich their vocabulary.
Finding: Reinforcement across languages enriches vocabulary and performance (p. 9). Why it matters: Ties CUP to observed learning gains: useful for my analysis.
They used new words like Judiye Sisha (Magic Mirror), Daini(Witch), and Pokkhiraj (Pegasus). Pokkhiraj is a popular term in Bengali literature and culture, and theyhave borrowed this term from Bengali literature while writing in English. The students combined both theEnglish and Bengali languages during the presentation, which enriched the quality of their presentationthe classroom. Therefore, they were able to enrich their classroom discourse by borrowing resources fromnative as well as from other languages. They blended their creativity and imagination while writing story.
Evidence: Group work mixing Bengali/English/Hindi leads to vocabulary growth and creative output (p. 8). Why it matters: Supports the research question about creativity/imagination.
Teacher: Yes Raghu, You can use Santali word of paddy and repeat the whole sentence in the class.Raghu: [silent for a minute]Teacher: Raghu! You can do it. Try once.Raghu: Kuri gidro horo irre sanno kana [The woman is going to the field to cut paddy]Teacher: Tell it in English.Raghu: The woman is going to the field ... [mumbling] to cut paddy.Teacher: Excellent Raghu!
Evidence: Teacher prompts L1 (Santali) first; student produces a complete sentence, then moves into English (p. 8). Why it matters: Concrete example of confidence + transfer (CUP) enabled by translanguaging.
The participants were the English as a foreign language (EFL) teachers and students of Class VIII from astate-run school of Paschim Medinipur district, West Bengal, India. The school was chosen randomly bythe researchers. The data was collected from December 2019 to March 2020. The researchers visited theinstitution thrice in a week during the abovementioned period. Three teachers and sixty students fromSection A and B participated in this study.
Methods (qualitative case study): One state-run school in Paschim Medinipur, India; 3 EFL teachers + 60 Class VIII students; interviews + classroom observations (pp. 6–7). Why it matters: Establishes credibility/CRAAP (scope, site, instruments).
García (2009b) described translanguaging as “an important educationalpractice – to construct understandings, to make sense of the world and of the academic material, tomediate with others, and to acquire other ways of languaging” (p. 135).
Quoted definition: García explains that translanguaging is “an important educational practice…to acquire other ways of languaging” (qtd. in Bisai and Singh 4). Why it matters: Authoritative definition I’ll use for my “Key quote”.
Scaffolding can be described as cognitive support to learners given by the teachers to help them solvevarious tasks which they might not be able to solve on their own (Bruner, 1978).
Key idea: Teacher prompts function as scaffolds that let learners do more than they could alone (p. 3). Why it matters: Pairs naturally with CUP to justify teacher-led translanguaging prompts.
This model states that theknowledge in one language helps in acquiring other languages.
Key idea: CUP = knowledge gained in one language supports acquisition in another (p. 3). Why it matters: Explains why starting in L1 can strengthen academic English performance.
1. How can translanguaging enhance the quality of learning by making the classroom a learner-centricplace and by engaging the students from all sections of society in the classroom?2. How can translanguaging bring creativity and imagination in a multilingual classroom?
Paraphrase: The study investigates whether translanguaging can make classrooms learner-centered for all social groups and whether it fosters creativity and imagination (p. 3). Why it matters: This defines the study’s purpose I’ll cite when I explain its relevance to inclusive pedagogy.
Findings show the active involvement of students in the translanguaging classroom and suggest that translanguagingencourages students’ creativity and imagination in a multilingual classroom.
Summary: The study shows that when students can use their full linguistic repertoires, participation rises and learners demonstrate more creativity and imagination in multilingual classrooms (p. 1). Why it matters: This frames translanguaging as both inclusive and academically productive.