The reflection of the first foreign language (English) by utilizing translanguaging strategies in the teaching of second foreign language (German)

Year 2020, , 1368 - 1386, 01.10.2020

Gülbin Dağhan Aslan Gülay Kıray

https://doi.org/10.17263/jlls.803801

Abstract

The present study aims to identify translanguaging strategies and question the effectiveness of these strategies in foreign language classrooms. To this aim, a 10th grade German class was observed during fall and spring semesters of 2017-2018 academic year, and interviews before, during and after observation process were conducted with the German language teacher of the second foreign language classroom. Based on the studies of the City University of New York, to provide half of the instruction in English while the other half in the target language through translanguaging strategies is quite beneficial and fruitful for foreign language learning. Translanguaging as an emerging application is accepted as a part of both education and language equality. By challenging the rigid separation of foreign languages in the classroom, translanguaging strategies ensure that teachers employ a 50-50 model of first foreign language and target foreign language while teaching an additional foreign language. Findings of the current research showed that the teacher prefers using vocabulary and syntax-based strategies in her second foreign language classroom, and the students generally responded to the use of these strategies and used them to participate activities and raise questions. Considering specifically the interview transcriptions, it was detected that the teacher uses translanguaging strategies undeliberately, but willingly, without any planning.

Keywords

translanguaging, translanguaging strategies, foreign language teaching

References

• Baker, C. (1995). A parents' and teachers' guide to bilingualism: Bilingual education and bilingualism 5. Bristol, PA: Multilingual Matters.
• Becker, R. A., Chambers, J. M., & Wilks, A. R. (1988). The new language. Pacific Grove, CA: Wadsworth & Brooks.
• Becker, A. L., & Mannheim, B. (1995). Culture troping: Languages, codes, and texts. In D. Tedlock & B. Mannheim (Eds.), The dialogic emergence of culture (p.p. 237-252). Chicago: University of Illinois Press.
• 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), 20-27.
• Blackledge, A., & Creese, A. (2014). Heteroglossia as practice and pedagogy. In A. Blackledge & A. Creese (Eds.), Heteroglossia as practice and pedagogy (p.p. 1-20). Dordrecht: Springer.
• Brady, A., & Shinohara, Y. (2000). Principles and activities for a transcultural approach to additional language learning. System, 28(2), 305-322.
• Canagarajah, S. (2011a). Code-meshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401-417.
• Canagarajah, S. (2011b). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2(1), 1-28.
• Canagarajah, A. S. (2013). Critical academic writing and multilingual students. Michigan: University of Michigan Press.
• Celic, C., & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB guide for educators. New York, NY: CUNY-NYSIEB.
• Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130.
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. The Modern Language Journal, 94(1), 103-115.
• Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes: Chicago guides to writing, editing. and publishing. Chicago: University of Chicago Press.
• Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2001). Participant observation and fieldnotes. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland& l. Lofland (Eds.), Handbook of ethnography (p.p. 352-368). London: Sage.
• García, O. (2009). Emergent bilinguals and TESOL: What's in a name? Tesol Quarterly, 43(2), 322-326.
• García, O. (2011). Bilingual education in the 21st century: A global perspective. John Wiley & Sons.
• García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA: Caslon.
• García, O., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge & A. Creese (Eds.), Heteroglossia as practice and pedagogy (p.p. 199-216). Dordrecht: Springer.
• García, O., & Lin, A. M. (2006) Translanguaging in bilingual education. In O. García, A. M. Y. Lin, & S. May (Eds.), Bilingual and multilingual education (encyclopedia of language and education) (pp. 117-130). Switzerland: Springer.
• García, O., & Sylvan, C. E. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal, 95(3), 385-400.
• García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Dordrecht: Springer.
• Hammarberg, B. (2010). Processes in third language acquisition, Edinburg: Edinburg University Press Ltd.
• Hammarberg, B. & Williams, S. (2009). A study of third language acquisition, In B. Hammarberg (Ed.) Processes in third language acquisition (pp. 17-28), Edinburg: Edinburg University Press.
• Hesson, S., Seltzer, K., & Woodley, H. H. (2014). Translanguaging in curriculum and instruction: A CUNY-NYSIEB guide for educators. New York: CUNY-NYSIEB
• Hornberger, N. H., & Link, H. (2012a). Translanguaging in today's classrooms: A biliteracy lens. Theory into Practice, 51(4), 239-247.
• Hornberger, N. H., & Link, H. (2012b). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261-278.
• Jiménez, R. T., David, S., Fagan, K., Risko, V. J., Cen, M., Pray, L., & Gonzales, M. (2015). Using translation to drive conceptual development for students becoming literate in English as an additional language. Research in the Teaching of English, 49(3), 248. 141
• Jørgensen, J. N., Karrebæk, M. S., Madsen, L. M. & Møller, J. S. (2011). Polylanguaging in Superdiversity. Diversities, 13(2), 23-37.
• 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.
• Madsen, L. M. (2014). Heteroglossia, voicing and social categorisation. In A. Blackledge & A. Creese (Eds.), Heteroglossia as practice and pedagogy (p.p. 41-58). Dordrecht: Springer.
• Martin-Beltrán, M. (2014). “What do you want to say?” How adolescents use translanguaging to expand learning opportunities. International Multilingual Research Journal, 8(3), 208-230.
• Mignolo, Walter D. (2000). Local histories/global designs. Coloniality, subaltern knowledges and border thinking. Princeton: Princeton University Press.
• Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-307.
• Otsuji, E., & Pennycook, A. (2011). Social inclusion and metrolingual practices. International Journal of Bilingual Education and Bilingualism, 14(4), 413-426.
• Rampton, B. (2011). From ‘multi-ethnic adolescent heteroglossia ‘to ‘contemporary urban vernaculars’. Language & Communication, 31(4), 276-294.
• Shohamy, E. G. (2006). Language policy: Hidden agendas and new approaches. Psychology Press.
• Tracy, S. J. (2013). Qualitative research methods. UK: Wiley-Blackwell.
• Tucker, G. R. (1998). A global perspective on multilingualism and multilingual education, In J. Cenoz and F. Genesee (Eds) Beyond bilingualism: multilingualism and multilingual education (pp. 3-16). Clevedon: Multilingual Matters.
• Turnbull, B. (2016). Reframing foreign language learning as bilingual education: epistemological changes towards the emergent bilingual. International Journal of Bilingual Education and Bilingualism, 1-8.
• Wei, L. (2011) Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43, 1222-1235.