Schlagworte
attitudes
EFL classroom
primary school teachers
Catalan schools
Zitationsvorschlag
Abstract
This investigation is conducted in the primary school context of the Valencian Community (Spain), which is characterised by the presence of three teaching languages: (i) Catalan, as the minority language, (ii) Spanish, as the majority language, and (iii) English, as the main additional language. Regardless of this multilingual curriculum, the L3 (English) of students is taught in isolation without considering their L1s. Therefore, this study aimed at analysing 12 EFL primary school teachers’ attitudes towards the use of translanguaging practices in the EFL classroom. Moreover, we explored the effect of individual variables on teachers’ attitudes, which include teachers’ L1(s) and previous training on multilingualism. Practitioners responded to a written questionnaire and took part in face-to-face semi-structured interviews. Data were codified and examined using SPSS and NVivo softwares. Findings show that teachers recognised the benefits of translanguaging pedagogies for scaffolding target language learning in the early EFL classroom. Although attitudinal differences were noticed among teachers with different L1s, they were not statistically significant. Hence, our results suggest that these primary school teachers are open to the introduction of more multilingual approaches towards L3 teaching and learning that consider young learners’ language backgrounds and previous experience as language learners.
Literaturhinweise
Aoyama R. (2020), Exploring Japanese high school students’ L1 use in translanguaging in the communicative EFL classroom. „TESL-EJ”, No 23, pp. 1–18.
Canagarajah S. (2011), Codemeshing in academic writing: Identifying teachable strategies of translanguaging. „The Modern Language Journal”, No 95, pp. 401–417. DOI: https://doi.org/10.1111/j.1540-4781.2011.01207.x
Cenoz J. (2017), Translanguaging in school contexts: International perspectives. „Journal of Language, Identity and Education”, No 16, pp. 193–198. DOI: https://doi.org/10.1080/15348458.2017.1327816
Cenoz J. (2019), Translanguaging pedagogies and English as a lingua franca. „Language Teaching”, No 52, pp. 71–85. DOI: https://doi.org/10.1017/S0261444817000246
Cenoz J., Gorter D. (2015), Towards a holistic approach in the study of multilingual education, (in:) Cenoz J., Gorter D. (eds.), Multilingual education: Between language learning and translanguaging. Cambridge: Cambridge University Press, pp. 1–15. DOI: https://doi.org/10.1017/9781009024655.002
Cenoz J., Gorter D. (2021), Pedagogical translanguaging. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/9781009029384
Cenoz J., Santos A. (2020), Implementing pedagogical translanguaging in trilingual schools. „System”, No 92, pp. 102273. DOI: https://doi.org/10.1016/j.system.2020.102273
Creese A., Blackledge A. (2010), Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. „The Modern Language Journal”, No 94, pp. 103–115. DOI: https://doi.org/10.1111/j.1540-4781.2009.00986.x
Duarte J. (2020), Translanguaging in the context of mainstream multilingual education. „International Journal of Multilingualism”, No 17, pp. 232–247. DOI: https://doi.org/10.1080/14790718.2018.1512607
Fang F., Liu Y. (2020), ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. „Lingua”, No 247, pp. 102959. DOI: https://doi.org/10.1016/j.lingua.2020.102959
García O., Ibarra Johnson S., Seltzer K. (2017), The translanguaging classroom. Leveraging student bilingualism for learning. Philadelphia: Caslon Publishing.
García O., Wei L. (2014), Translanguaging: Language, bilingualism and education. London: Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137385765_4
Gayete G. (2022), Beliefs towards multilingual education: EFL teachers vs parents. „Foro sobre el español: investigación y docencia”, No 3, pp. 209–224.
Gkaintartzi A., Tsokalidou R. (2018), Is translanguaging a possibility in a language class?: Theoretical issues and applications in a EFL class, (in:) Kourtis-Kazoullis V., Aravossitas T., Skourtou E., Pericles-Trifonas P. (eds.), Interdisciplinarity research approaches to multilingual education. London: Routledge, pp. 179–196. DOI: https://doi.org/10.4324/9781351170086-15
Guzman-Alcon I. (2019), Teachers’ language use and attitudes towards multilingual education in primary education. „Lenguaje y textos”, No 50, pp. 107–111. DOI: https://doi.org/10.4995/lyt.2019.11475
Karpava S., Ringblom N., Zabrodskaja A. (2024), Can translanguaging be a resource for teaching and learning Russian as a heritage language?, (in:) Kisselev O., Laleko O., Dubinina I. (eds.), Russian as a heritage language: From research to classroom applications. Abingdon: Routledge, pp. 185–202. DOI: https://doi.org/10.4324/9781003380276-12
Khairunnisa K., Lukmana I. (2020), Teachers’ attitudes towards translanguaging in Indonesian EFL classrooms. „Jurnal Penelitian Pendidikan”, No 20, pp. 254–266. DOI: https://doi.org/10.17509/jpp.v20i2.27046
Latisha M., Young A. (2017), From silencing to translanguaging: Turning the tide to support emergent bilinguals in transition from home to pre-school, (in:). Paulsrud B., Rosen J., Straszer B., Wedin, A. (eds.), New perspectives on translanguaging and education. Multilingual Matters, pp. 108–128. DOI: https://doi.org/10.2307/jj.22730721.11
McMillan B.A., Rivers D.J. (2011), The practice of policy: Teacher attitudes toward “English only”. „System”, No 39, pp. 251–263. DOI: https://doi.org/10.1016/j.system.2011.04.011
Ohm U. (2009), Zur Professionalisierung von Lehrkräften im Bereich Deutsch als Zweitsprache: Überle gungen zu zentralen Kompetenzbereichen für die Lehrerausbi l dung. „Zeitschrift für Interkulturellen Fremdsprachenunterricht”, No 14, pp. 28–36.
Papadopoulos I., Jansen P.S. (2024), Insider views and practices of translanguaging classrooms in early childhood education. „World Journal of Education Research”, No 11, pp. 1–21. DOI: https://doi.org/10.22158/wjer.v11n3p1
Portolés L., Gayete G. (2024), Enhancing multilingual young students’ pragmatic awareness through pedagogical translanguaging. „International Journal of Multilingualism”, pp. 1–18. DOI: https://doi.org/10.1080/14790718.2024.2368060
Raja D.F., Suparno S., Ngadiso N. (2022), Teachers’ attitude towards translanguaging practice and its implication in Indonesian EFL classrooms. „Indonesian Journal of Applied Linguistics”, No 11, pp. 567–576. DOI: https://doi.org/10.17509/ijal.v11i3.38371
Sahib R. (2019), Translanguaging as a pedagogical strategy in EFL classroom. „ELT-Lectura”, No 6, pp. 139–146. DOI: https://doi.org/10.31849/elt-lectura.v6i2.3032
Schleppegrell M.J. (2007), The linguistic challenges of mathematics teaching and learning: A research review. „Reading & writing quarterly”, No 23, pp. 139–159. DOI: https://doi.org/10.1080/10573560601158461
Sobkowiak P. (2022), Translanguaging practices in the EFL classroom-the Polish context. „Linguistics and Education”, No 69, pp. 101020. DOI: https://doi.org/10.1016/j.linged.2022.101020
Tsokalidou R., Skourtou E. (2020), Translanguaging as a culturally sustaining pedagogical approach: Bi/multilingual educators’ perspectives, (in:) Panagiotopoulou J.A., Rosen L., Strzykala J. (eds.), Inclusion, education and translanguaging. Springer, pp. 219–235. DOI: https://doi.org/10.1007/978-3-658-28128-1_13
Williams C. (1994), Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyddestun Addysg Uwchradd Ddwyieithog [An evaluation of teaching and learning methods in the context of bilingual secondary education]. (Doctoral dissertation) University of Wales, Bangor. Retrieved from https://research.bangor.ac.uk /portal/files/20574535/null
Yuan D. (2024), Functions of Translanguaging Practices and Teachers’ and Students’ Perceptions of Translanguaging in ESL Universities. (Doctoral dissertation). University of Kentucky, Kentucky. Retrieved from https://uknowledge.uky.edu/edc_etds/46
Yuvayapan F. (2019), Translanguaging in EFL classrooms: Teachers’ perceptions and practices. „Journal of Language and Linguistic Studies”, No 15, pp. 678–694. DOI: https://doi.org/10.17263/jlls.586811
Lizenz
Copyright (c) 2025 Gema Gayete
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Keine Bearbeitungen 4.0 International.
Autoren:
Die Autoren der zur Veröffentlichung in der Zeitschrift Neofilolog angenommenen Texte sind verpflichtet, den Vertrag über die Erteilung einer kostenlosen Lizenz für die Werke mit der Verpflichtung zur Erteilung einer Sublizenz CC auszufüllen, zu unterzeichnen und an die Adresse der Redaktion zurückzusenden.
Gemäß Vertrag erteilen die Autoren auf die in der Zeitschrift Neofilolog veröffentlichten Texte der Adam-Mickiewicz-Universität in Poznań eine nicht exklusive und kostenlose Lizenz und erlauben die Verwendung der Sublizenz Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Die Autoren behalten das Recht zur weiteren freien Verfügung über das Werk.
Benutzer:
Interessierte Onlinebenutzer dürfen die seit 2017 veröffentlichten Werke unter folgenden Bedingungen nutzen:
- Anerkennung der Urheberschaft - die Verpflichtung, zusammen mit dem verbreiteten Werk Informationen über die Urheberschaft, den Titel, die Quelle (Links zum Originalwerk, DOI) und die Lizenz selbst bereitzustellen;
- ohne Schaffung abgeleiteter Werke - das Werk muss in seiner ursprünglichen Form erhalten bleiben, ohne Zustimmung des Autors dürfen keine Studien, beispielsweise Übersetzungen, verbreitet werden.
Die Urheberrechte aller veröffentlichen Texte sind vorbehalten.
Sonstige:
Die Adam-Mickiewicz-Universität in Poznań behält das Recht auf die Zeitschrift als Gesamtheit (Layout, Grafik, Titel, Umschlagsprojekt, Logo usw.).