Research Trends in Translanguaging: A Systematic Review of Master Theses and Doctoral Dissertations

Yıl 2023, Cilt: 9 Sayı: 2, 223 - 246, 23.10.2023

Pınar Karahan , Çağla Atmaca

https://doi.org/10.31464/jlere.1295354

Öz

This study aims to review master theses and doctoral dissertations which were conducted upon translanguaging and catalogued on the official website of the Council of Higher Education, the National Theses Database in Türkiye. The theses and dissertations were analyzed in terms of emerging themes, research design, participants, data collection, and data analysis tools. There were 10 master theses and seven doctoral dissertations in the database. The gathered data were subjected to summative content analysis. According to the findings, while individual differences were the most studied theme in the master theses, it was the teaching methodology in the doctoral dissertations. Moreover, a mixed method was the most preferred research design, and tertiary level students were the most common participants in both groups. Finally, interviews were the most employed data collection tools while qualitative content analysis and descriptive statistics were the most preferred data analysis tools in both groups. Further educational implications are discussed.

Anahtar Kelimeler

translanguaging, master thesis, doctoral dissertation, research trends, systematic review

Proje Numarası

Herhangi proje kapsamında değildir.

Kaynakça

• Acıroğlu, E. (2020). Research trends in English language teaching as a foreign language [Unpublished master thesis]. Gaziantep University.
• Almayez, M. (2022). Translanguaging at a Saudi University: Discrepancy between English language teachers’ attitudes and self reported pedagogical practices. Asian-Pacific Journal of Second and Foreign Language Education, 7(20), 1-17. https://doi.org/10.1186/s40862-022-00148-3.
• Andrews, J., Fay, R., & White, R. (2018). What Shapes Everyday Translanguaging? Insights from A Global Mental Health Project in Nothern Uganda. In G. Mazzaferro (Ed.), Translanguaging as everyday practice (pp. 257-272). London: Springer.
• Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd ed.). England: Multilingual Matters Ltd.
• Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
• Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–417. https://doi.org/10.1111/j.1540-4781.2011.01207.x.
• Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. In H. Rose & J. McKinley (Eds.), Elements in language teaching (pp. 26-36). United Kingdom: Cambridge University Press. doi:10.1017/9781009029384.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.
• Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. London: Routledge.
• Conteh, J. (2018). Translanguaging. ELT Journal, 72(4), 445-447. doi:10.1093/elt/ccy034.
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103-115.
• Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. doi: 10.1017/S0267190514000233.
• Csillik, E´., & Golubeva, I. (2020). Translanguaging practices in early childhood classrooms from an intercultural perspective. In C. A. Huertas-Abril & M. E. Gomez-Parra (Eds.), International perspectives on modern developments in early childhood education (pp. 15–39). Hershey: IGI Global.
• Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream class room. The Modern Language Journal, 89(4), 585-592.
• Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In J. Cummins & N. H. Hornberger (Eds.), Encyclopedia of language and education: Vol. 5. Bilingual education (pp. 65-75). New York: Springer.
• Cummins, J. (2019). The emergence of translanguaging pedagogy: A dialogue between theory and practice. Journal of Multilingual Education Research, 9, 19-36. Article 13. https://fordham.bepress.com/jmer/vol9/iss1/13.
• Dörnyei, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative and mixed methodologies. New York: Oxford University Press.
• Duarte, J. (2020). Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism, 17(2), 232-247. doi: 10.1080/14790718.2018.1512607.
• Erdin, Y., & Salı, P. (2020). Translanguaging: Insights into its theoretical underpinnings and classroom implications. Journal of Language Research (JLR), 4(1), 1-11.
• Escobar, C. F., & Dillard-Paltrineri, E. (2015). Professors’ and students’ conflicting beliefs about translanguaging in the EFL classroom: Dismantling the monolingual bias. Revista de Lenguas Modernas, 23, 301–328.
• Fang, F., & Xu, Y. (2022). Commonalities and conflation of global Englishes and translanguaging for equitable English language education. The Electronic Journal for English as a Second Language, 26(3), 1-16. https://doi.org/10.55593/ej.26102a9.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
• García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In T. Skutnabb Kangas, R. Phillipson, A. K. Mohanty, & M. Panda (Eds.), Social justice through multilingual education (pp. 140–158). Bristol, England: Multilingual Matters.
• García, O., & Lin, A. M. Y. (2017). Translanguaging in bilingual education. In O. García, A. Lin, & S. May (Eds.), Bilingual and Multilingual Education (pp. 117-130). Switzerland: Springer.
• Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. New York: Routledge.
• Grosjean, F. (2010). Bilingual: Life and reality. Cambridge, MA: Harvard University Press.
• Hoffman, J. V., Wilson, M. B., Martinez, R. A., & Sailors, M. (2011). Content analysis: The past, present, and future. In N. K. Duke & M. H. Mallette (Eds.), Literacy research methodologies (pp. 28-49). New York: Guilford Press.
• Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
• Hyland, K. (2009). Academic discourse. English in a global context. London: Continuum International Publishing Group.
• Inci-Kavak, V., & Kırkgöz, Y. (2022). Attitudes towards translanguaging practices: A comparative study of literature and food engineering classes. Sustainable Multilingualism, 21(1), 105-142. https://doi.org/10.2478/sm-2022-0015.
• Jaspers, J. (2018). The transformative limits of translanguaging. Language & Communication, 58, 1-10. https://doi.org/10.1016/j.langcom.2017.12.001.
• Khan, A. A., Nazir, N., Saleem, T., & Khalid, A. (2021). Pakistani higher education teachers’ perceptions on translanguaging practices in multilingual classroom. Elementary Education Online, 20(5), 1294-1307. doi: 10.17051/ilkonline.2021.05.145.
• Kirmizi, O. (2012). Research trends in M.A. ELT programs in Turkey. Procedia - Social and Behavioral Sciences, 46, 4687 – 4691.
• Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design. Thousand Oaks: SAGE Publications.
• Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation: An International Journal on Theory and Practice 18(7): 641–654. doi: 10.1080/13803611.2012.718488.
• Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualization and contextualization. Educational Research and Evaluation, 18(7), 655-670. doi: 10.1080/13803611.2012.718490. Liu, D., Deng, Y., & Wimpenny, K. (2022). Students’ perceptions and experiences of translanguaging pedagogy in teaching English for academic purposes in China. Teaching in Higher Education. Advance online publication. doi: 10.1080/13562517.2022.2129961.
• MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201. doi: 10.3102/0002831216683935.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publication.
• Nie, M., Lu, J., Zheng, Y., & Shen, Q. (2022). Facilitating learners’ participation through classroom translanguaging: Comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching. Applied Linguistics Review. Advance online publication. https://doi.org/10.1515/applirev-2022-0136.
• Özmen, K. S., Cephe, P. T., & Kınık, B (2016). Trends in doctoral research on English language teaching in Turkey. Educational Sciences: Theory & Practice, 16(5), 1737-1759. doi: 10.12738/estp.2016.5.0069. Portoles, L., & Marti, O. (2017). Translanguaging as a teaching resource in early language learning of English as an additional language. Bellaterra Journal Teaching & Leaning Language & Literature, 10(1), 61-77.
• Rasman, R. (2018). To translanguage or not to translanguage? The multilingual practice in an Indonesian EFL classroom. Indonesian Journal of Applied Linguistics, 7(3), 687-694. doi: https://doi.org/10.17509/ijal.v7i3.9819.
• Sah, P. K., & Kubota, R. (2022). Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes, 24(2), 132-146. doi: 10.1080/13488678.2022.2056796.
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research, techniques and procedures for developing grounded theory (2nd ed.). London, CA: Sage Publications.
• Teng, M. F., & Fang, F. (2022). Translanguaging pedagogies in developing morphological awareness: The case of Japanese students learning Chinese in China. Applied Linguistics Review, 1-30. Advance online publication. doi: https://doi.org/10.1515/applirev-2022-0138.
• Vogel, S., & García, O. (2017). Translanguaging. In G. Noblit & L. Moll (Eds.), Oxford research encyclopedia of education. USA: Oxford University Press. https://doi.org/10.1093/acrefore/ 9780190264093.013.181.
• Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9- 30. doi:10.1093/applin/amx039.
• White, M. D., & Marsh, E. E. (2006). Content analysis: A flexible methodology. Library Trends, 55(1), 22–45.
• Yang, Q., Yang, S., & Shi, W. (2023). Translanguaging pedagogies in EFL writing education. International Journal of TESOL Studies, 5(1), 50-68. https://doi.org/10.58304/ijts.20230105.
• Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678-694. doi: 10.17263/jlls.586811.
• Zhang, R., & Chan, B. H. S. (2021). Pedagogical translanguaging in a trilingual context: The case of two EFL classrooms in a Xinjiang university. International Journal of Bilingual Education and Bilingualism, 25(8), 2805-2816. doi: 10.1080/13670050.2021.1978383.