Translanguaging strategies with pre-service EFL teachers in EMI classrooms: An emic perspective

Abstract

Translanguaging has recently gained widespread acceptance as an effective approach to learning and teaching across various contexts, leading to a surge in research interest. Nevertheless, investigations into translanguaging within English-medium instruction contexts remain relatively scarce. This study aims to delve into the translanguaging strategies of a teacher educator, the evolution of these strategies over time, and the educator's sentiments regarding their use of translanguaging. Through the analysis of audio recordings of classes and reflective notes, the study reveals that translanguaging was strategically employed for primarily three purposes: explanation, individual feedback, and encouragement. These applications facilitated successful conveyance of meaning and the maintenance of a natural conversational flow. Furthermore, the study illustrates that translanguaging was employed to varying degrees in teaching lesson objectives, accompanied by a sense of contentment. The findings underscore the significance of teachers engaging in reflective practice and provide a point of reference to mitigate any potential negative emotions arising from the use of translanguaging.

Keywords

• translanguaging
• English as medium of instruction (EMI)
• reflective teaching
• emic perspective

References

1. Adams, T. E., Ellis, C., & Holman Jones, S. (2017). The international encyclopedia of communication research methods. John Wiley & Sons. https://doi.org/https://doi.org/10.1002/9781118901731.iecrm0011
2. Borg, S. (2001). The research journal: A tool for promoting and understanding researcher development. Language Teaching Research, 5(2), 156–177. https://doi.org/10.1177/136216880100500204
3. Bourgoin, R. (2014). The predictive effects of L1 and L2 early literacy indicators on reading in French immersion. Canadian Modern Language Review, 70(3), 355–380.
4. Brooks-Lewis, K. A. (2009). Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning. Applied Linguistics, 30(2), 216–235. https://doi.org/10.1093/applin/amn051
5. Brown, A. P. (2010). Qualitative method and compromise in applied social research. Qualitative research, 10(2), 229-248.
6. Bruen, J., & Kelly, N. (2014). Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom. The Language Learning Journal, 45(3), 368–381. https://doi.org/10.1080/09571736.2014.908405
7. Bryman, A. (2016). Social Research Methods. Oxford University Press.
8. Campa, J. C., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annuals, 42(4), 742–759. https://doi.org/10.1111/j.1944-9720.2009.01052.x

9. Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. Modern Language Journal, 95(3), 401–417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
10. Cenoz, J. (2017). Translanguaging in school contexts: International perspectives. Journal of Language, Identity and Education, 16(4), 193–198. https://doi.org/10.1080/15348458.2017.1327816
11. Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300–311. https://doi.org/10.1111/weng.12462
12. Conteh, J. (2018). Translanguaging. ELT Journal, 72(4), 445–447. https://doi.org/10.1093/elt/ccy034
13. Copland, F., & Neokleous, G. (2011). L1 to teach L2: Complexities and contradictions. ELT Journal, 65(3), 270–280. https://doi.org/10.1093/elt/ccq047
14. Council of Higher Education [CHE] (2022). ELT undergraduate syllabus https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf
15. Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94(1), 103–115. https://doi.org/10.1111/j.1540-4781.2009.00986.x
16. Dewaele, J. M. (2010). Emotions in Multiple Languages. Palgrave Macmillan. https://doi.org/10.1057/9780230289505_3
17. Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford University Press.
18. Edstrom, A. (2006). L1 use in the L2 classroom: One teacher’s self-evaluation. Canadian Modern Language Review, 63(2), 275–292. https://doi.org/10.3138/cmlr.63.2.275
19. Edstrom, A. M. (2009). Teacher reflection as a strategy for evaluating L1 / L2 use in the classroom. Bablylonia, 1(9), 12–15.
20. Fang, F. (2018). Review of English as a medium of instruction in Chinese universities today: Current trends and future directions. English Today, 34(1), 32–37. https://doi.org/10.1017/S0266078417000360
21. Galloway, N., Kriukow, J., & Numajiri, T. (2017). Internationalisation, higher education and the growing demand for English: An investigation into the English medium of instruction (EMI) movement in China and Japan. The British Council.
22. García O., & Li W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
23. Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271–308. https://doi.org/10.1017/S0261444812000067
24. Huang, D. F. (2015). Exploring and assessing effectiveness of English medium instruction courses: The students’ perspectives. Procedia - Social and Behavioral Sciences, 173, 71–78. https://doi.org/10.1016/j.sbspro.2015.02.033
25. Izquierdo, J., Martínez, V. G., Pulido, M. G. G., & Zúñiga, S. P. A. (2016). First and target language use in public language education for young learners: Longitudinal evidence from Mexican secondary-school classrooms. System, 61, 20–30. https://doi.org/10.1016/j.system.2016.07.006
26. Kumaravadivelu, B. (1994). The Postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27. https://doi.org/10.2307/3587197
27. Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64–77. https://doi.org/10.1017/S0261444809990310
28. Liu, D., Ahn, G.-S., Baek, K.-S., & Han, N.-O. (2004). South Korean high school English teachers’ code switching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly, 38(4), 605–638. https://doi.org/10.2307/3588282
29. Liu, Y., & Fang, F. (2020). Translanguaging theory and practice: How stakeholders perceive translanguaging as a practical theory of language. RELC Journal, 1–9. https://doi.org/10.1177/0033688220939222
30. Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 63–84). Springer US. https://doi.org/10.1007/0-387-24565-0_5
31. Macaro, E. (2009). Teacher use of codeswitching in the second language classroom: Exploring “Optimal” use. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 35–49). Multilingual Matters.
32. Macnamara, J. (2021). New insights into crisis communication from an “inside” emic perspective during COVID-19. Public Relations Inquiry, 10(2), 237–262. https://doi.org/10.1177/2046147X21999972
33. McManus, K. (2015). L1-L2 differences in the acquisition of form-meaning pairings in a second language. Canadian Modern Language Review, 71(2), 155–181.
34. McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only.” System, 39(2), 251–263. https://doi.org/10.1016/j.system.2011.04.011
35. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis : Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13.
36. Perry, F. L. (2011). Research in Applied Linguistics: Becoming a discerning consumer. Routledge.
37. Sali, P. (2014). An analysis of the teachers’ use of L1 in Turkish EFL classrooms. System, 42(1), 308–318. https://doi.org/10.1016/j.system.2013.12.021
38. Silverman, D. (2013). Doing qualitative research. Sage.
39. Stake, R. (2005). Qualitative Case Studies. In Denzin, N. K. and Lincoln, Y.S. (Eds.) The Sage Handbook of Qualitative Research (443-466). Sage.
40. Tekin, S. (2020). L1 practices of English teachers working in L2 classes in Turkish primary schools: How much, when, how and why? [PhD Thesis, Aston University]. Aston publications. https://doi.org/10.48780/publications.aston.ac.uk.00042475
41. Tekin, S. (2022). Translanguaging of pre-service EFL teachers in young learner classroom: A teacher educator perspective. In M. Tunaz & B. Aksu Ataç (Eds.), Challenging issues in language teaching and learning (pp. 171–183). Egiten Publishing.
42. Tekin, S., & Garton, S. (2020). L1 in the primary english classroom: How much, when, how and why? Iranian Journal of Language Teaching Research, 8(3), 77–97. https://doi.org/10.30466/IJLTR.2020.120935
43. Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22(2), 138–149. https://doi.org/10.1080/13670050.2016.1231773
44. Wei, L. (2022). Translanguaging as method. Research Methods in Applied Linguistics, 1(3), 1–4. https://doi.org/https://doi.org/10.1016/j.rmal.2022.100026
45. Wilden, E., & Porsch, R. (2020). Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education. Studies in Second Language Learning and Teaching, 10(3), 631-655. https://doi.org/10.14746/ssllt.2020.10.3.9
46. Wilson, S. (2021). To mix or not to mix: Parental attitudes towards translanguaging and language management choices. International Journal of Bilingualism, 25(1), 58–76. https://doi.org/10.1177/1367006920909902
47. Yin, R.K. (2016). Qualitative research from start to finish. Guilford.
48. Zhou, X., & Mann, S. (2021). Translanguaging in a chinese university clil classroom: Teacher strategies and student attitudes. Studies in Second Language Learning and Teaching, 11(2), 265–289. https://doi.org/10.14746/ssllt.2021.11.2.5