Results 31 to 40 of about 397 (205)

Translanguaging for epistemic access to Computer Science concepts: A call for change

Per Linguam : A Journal of Language Learning, 2019
Multilingual education has seemingly been relegated to English and academic literacy lecturers in South African universities. This paper reports on the use of translanguaging in a multilingual second-year computer science class.
Mbirimi-Hungwe, Vimbai , Hungwe, Taurai
doaj   +1 more source

Good practices of pedagogical translanguaging: A global overview of emergence, development, and classroom applications

Acta Academiae Beregsasiensis, Philologica
This paper deals with the concept of translanguaging as a powerful tool for fostering inclusive education in linguistically diverse settings. Translanguaging, unlike traditional views of languages as separate, bounded systems, recognizes the flexible ...
Annamária Kacsur
doaj   +1 more source

Exploring Translanguaging during Metacognitive Strategy Use on L2 Listening and Writing Skills

Journal of Language and Education, 2023
Background: The educational concept of translanguaging has garnered significant attention over the past decade. Its significance in fostering language acquisition in the English as a Foreign Language (EFL) classroom has been increasingly acknowledged ...
Roderick Julian Robillos
doaj   +1 more source

Examining Students’ Perspectives on Pedagogical Translanguaging in the Multilingual Classroom Context

IAFOR Journal of Education
This research study provides a basic understanding of pedagogical translanguaging and its importance in a multilingual classroom environment from the perspective of foreign language class students.
Soniya Antony, R. Ramnath, Adil Ellikkal
doaj   +1 more source

Hidden Ideologies: Investigating Algerian University Teachers’ Attitudes Towards Creating Translanguaging Spaces In Efl Classes [PDF]

Akofena
: Integrating the entire linguistic repertoire when teaching/learning foreign languages seems to be distracting from the traditional approach of bilingual education, which mainly relies on language segregation.
Fatima Zohra ELOUALI
doaj   +1 more source

Sentipensar [Feel‐Thinking] Cultivates Collective Scientific Sensemaking and Worldbuilding Within and Beyond Ecological Despair

Science Education, EarlyView.
ABSTRACT Educating youth about environmental and climate justice is crucial in realizing a sustainable and flourishing future. Yet this can be challenging given the intense eco‐emotions youth experience and express while learning about these consequential realities and their implications.
Kelsie Fowler
wiley   +1 more source

Indonesian university students’ practices and perspectives on translanguaging

Journal on English as a Foreign Language
Despite the growing research on translanguaging, additional research is still needed, especially in the students’ actual practice of translanguaging in Indonesian university classrooms and its inherent emotional state. Addressing this gap, our study aims
Santi Agustin, Ribut Wahyudi
doaj   +1 more source

Critical Multilingual Language Awareness, Antiracism, and Raciolinguicized Subjectivities in Teacher Education

TESOL Quarterly, EarlyView.
Abstract Race and language collaborate in structuring educational inequities, creating urgency for teacher education to equip all teachers to equitably serve racialized multilinguals as antiracist language educators. Emphasizing the inseparability of racial and linguistic justice, this article examines teacher candidates' (TCs') learning journeys ...
Monica Shank Lauwo
wiley   +1 more source

Grappling with Translanguaging as TESOL Teacher Educators: A Collaborative Self-Study

Education Sciences
As multilingual, transnational TESOL teacher educators, we recognize the transformative potential of translanguaging in preparing teachers for culturally and linguistically diverse classrooms in the United States.
Zhongfeng Tian, Chiu-Yin (Cathy) Wong
doaj   +1 more source

Creating a multilingual assessment ecology in the classroom

TESOL Quarterly, EarlyView.
Abstract Addressing the educational needs of bi/multilingual students in K‐12 classrooms, this study explores teachers' engagement with multilingualism in assessment practice. Drawing on fieldwork conducted with language and mathematics teachers in Ontario, Canada, the study generates empirical insight into teachers' development and use of multilingual
Saskia Van Viegen, Nancy Bell, Noah Khan
wiley   +1 more source