Translanguaging as an ESL Learning Strategy: A Case Study in Kuwait

Autor/inn/en	Akbar, Rahima Sayed Sulaiman; Taqi, Hanan Ali
Titel	Translanguaging as an ESL Learning Strategy: A Case Study in Kuwait
Quelle	In: International Journal of Higher Education, 9 (2020) 6, S.54-63 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; Code Switching (Language); Foreign Countries; Teaching Methods; Bilingualism; Females; Student Attitudes; Learning Strategies; Language Proficiency; Oral Language; Written Language; Semitic Languages; Psycholinguistics; Teacher Education Programs; Language Teachers; Kuwait + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Weibliches Geschlecht; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Arabisch; Hebräisch; Psycholinguistik; Language teacher; Sprachunterricht
Abstract	In the domain of teaching bilingual students, the issue of using the first language in a second-language based class has been widely controversial. While some studies have questioned the method of moving between the two languages, Translanguaging, others found it highly beneficial. Here we aimed to investigate the effect of Translanguaging on the learner's performance and language learning. 34 consenting female students of English participated in oral and written exercises pre-and-post the use of Translanguaging. A short questionnaire was answered afterwards to elicit the participants' perception on the use of Translanguaging as part of their classwork. Even though students did not believe that their ability to alternate between the two languages has placed them in a significantly enhanced comfort zone, their higher grades post-Translanguaging indicate Translanguaging enhanced their understanding and enabled them to achieve higher levels of knowledge processing. Nevertheless, the participants' language was not significantly affected by the process. Overall, we can conclude that Translanguaging in a bilingual classroom is effective in fully understanding the topic and the information provided, yet it does not help improve language proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01