Translanguaging and Power in Academic Writing Discourse: The Case of a Bangladeshi University

Autor/inn/en	Rafi, Abu Saleh Mohammad; Morgan, Anne-Marie
Titel	Translanguaging and Power in Academic Writing Discourse: The Case of a Bangladeshi University
Quelle	In: Classroom Discourse, 14 (2023) 2, S.192-214 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rafi, Abu Saleh Mohammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2022.2046621
Schlagwörter	Code Switching (Language); English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Indo European Languages; Native Language; Foreign Countries; Teaching Methods; Writing Instruction; Private Colleges; English for Academic Purposes; Teacher Attitudes; Learner Engagement; Student Participation; Metacognition; Metalinguistics; Sociolinguistics; Intervention; Writing Strategies; Nationalism; Language Attitudes; Bangladesh + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Indoeuropäisch; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Privathochschule; Lehrerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Metalanguage; Metasprache; Soziolinguistik; Schreibtechnik; Nationalismus; Sprachverhalten; Bangladesch
Abstract	This study explored the role of translanguaging pedagogies in navigating bilingual students' tensions and struggles in an academic writing class of an English medium private university in Bangladesh. Data were collected through classroom observation, a pedagogical intervention, a focus group discussion with six students and a semi-structured interview with the class teacher. The analysis of observation data revealed that the gate-keeping encounters precipitated by the English-only policy affected student engagement and class participation. In contrast, the intervention designed through several translanguaging strategies enhanced students' metalinguistic, metacognitive and sociolinguistic awareness, developed multicompetence, and facilitated full participation rate in an academic writing task. Irrespective of these benefits, participants expressed mixed reactions toward accepting translanguaging as a regular practice and a policy in writing instruction that might challenge language separation traditions in academic writing, English-only biases, and expressed views about the potential for cross-contamination of Bangla language and linguistic nationalism in Bangladesh. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01