Pedagogical Translanguaging in Practice: Creating Spaces by Softening the Boundaries Between Languages
DOI:
https://doi.org/10.17507/jltr.1606.31Keywords:
pedagogical translanguaging, scaffolding, linguistic repertoire, qualitative study, semi-structured interviewsAbstract
Translanguaging has been widely used in education to promote learning processes. Translanguaging can be spontaneous or pedagogical. This study focuses on pedagogical translanguaging. Given the importance of translanguaging, especially with emergent bilinguals, research on how Saudi secondary teachers implement pedagogical translanguaging practices in their classrooms is scarce. This study fills this gap by exploring the translanguaging strategies used by teachers and their perceptions of pedagogical translanguaging. In this qualitative study, the researcher collected data through semi-structured questionnaires and interviews. The results of this study show that the implementation of translanguaging yielded positive outcomes. First, teachers who acted as facilitators used translanguaging pedagogically as a scaffolding strategy so that students could make meaning of class content. Second, by implementing translanguaging, this study found there to be a boost in students’ performance and self-esteem. Consequently, low-level and average students were encouraged to use their linguistic resources to communicate and fully engage in classroom activities. Third, this study concludes that creating a translanguaging space empowers students by activating their linguistic resources in their repertoires. This was possible because the teachers and their students shared the same languages.
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