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ENGLISH LANGUAGE LEARNERS' PERCEPTIONS OF TRANSLANGUAGING AS AN INSTRUCTIONAL METHOD: A CASE STUDY

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Date Issued:
2018
Summary:
This instrumental case study examined English language learners' perspectives related to translanguaging as an instructional technique. Translanguaging is a teaching approach in which bilinguals' language practices are treated as one linguistic repertoire instead of the traditional system of two autonomous languages (Garcia & Li, 2014). The study was conducted with two selected adult Kuwaiti male students enrolled in an intensive English program in a Southern Alabama state university. The participants were interviewed before discussing three readings using English only and again after discussing the three readings using teacher-directed translanguaging to compare their perceptions of English-only and translanguaging as instructional techniques. Teacher-directed translanguaging required the teacher to plan and structure activities that encouraged the participants to receive appropriate linguistic input and to produce in the target language through meaning-making interactions and working in groups (Garcia & Li, 2014). To implement translanguaging, the constructivist educational theory formed by Piaget's (1977) ideas of individual constructivism and Vygotsky's (1978) ideas of social constructivism with the inclusion of the zone of proximal development were applied. When using teacher-directed translanguaging, the participants were allowed to discuss not only the readings with each other in their native language, but also use their bilingual dictionaries to translate unfamiliar words before communicating in English what they understood to the teacher. The results of the interviews determined that both participants perceived teacher-directed translanguaging to be a helpful strategy in reading comprehension. According to the participants, the translanguaging strategy would be the most beneficial instructional method for reading, speaking, and for use in other intensive English program courses.
Title: ENGLISH LANGUAGE LEARNERS' PERCEPTIONS OF TRANSLANGUAGING AS AN INSTRUCTIONAL METHOD: A CASE STUDY.
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Name(s): Castano, Helga Maria, Author
Type of Resource: text
Date Issued: 2018
Publisher: University of West Florida
Language(s): English
Summary: This instrumental case study examined English language learners' perspectives related to translanguaging as an instructional technique. Translanguaging is a teaching approach in which bilinguals' language practices are treated as one linguistic repertoire instead of the traditional system of two autonomous languages (Garcia & Li, 2014). The study was conducted with two selected adult Kuwaiti male students enrolled in an intensive English program in a Southern Alabama state university. The participants were interviewed before discussing three readings using English only and again after discussing the three readings using teacher-directed translanguaging to compare their perceptions of English-only and translanguaging as instructional techniques. Teacher-directed translanguaging required the teacher to plan and structure activities that encouraged the participants to receive appropriate linguistic input and to produce in the target language through meaning-making interactions and working in groups (Garcia & Li, 2014). To implement translanguaging, the constructivist educational theory formed by Piaget's (1977) ideas of individual constructivism and Vygotsky's (1978) ideas of social constructivism with the inclusion of the zone of proximal development were applied. When using teacher-directed translanguaging, the participants were allowed to discuss not only the readings with each other in their native language, but also use their bilingual dictionaries to translate unfamiliar words before communicating in English what they understood to the teacher. The results of the interviews determined that both participants perceived teacher-directed translanguaging to be a helpful strategy in reading comprehension. According to the participants, the translanguaging strategy would be the most beneficial instructional method for reading, speaking, and for use in other intensive English program courses.
Identifier: WFE0000600 (IID), uwf:61302 (fedora)
Note(s): 2018-06-01
Ed.D.
Department of Teacher Education
Doctorate
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000600
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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