A Systematic Review of Teachers’ Beliefs and Practices of Overt Translanguaging in English-Medium-Instruction Classrooms (79778)
Session: On Demand
Room: Virtual Video Presentation
Presentation Type:Virtual Presentation
The past decade witnesses a surge of empirical research exploring teachers’ language ideologies and practices from translanguaging lens in English medium instruction (EMI) classrooms. This systematic review analyses EMI teachers’ complex translanguaging beliefs, how they translate their beliefs into classroom teaching, as well as the influencing factors that mediate the relationship between their beliefs and practice. A search of four databases identified 3,587 publications on translanguaging in EMI contexts, published from 2015 to Dec. 2023. Among them, 10 were eligible as peer-reviewed journal articles, with research conducted in EMI classrooms. The thematic synthesis identifies three main themes, including teacher beliefs, classroom practices and contextual factors. It reveals the considerably varied attitudes towards translanguaging, diverse classrooms practices in their classrooms and multiple factors serving as the mediating role influence the transition from teachers’ pedagogical thinking into doing, regardless of the prescribed institutional language policy. The review suggests a need of conducting more empirical research on translanguaging stances and praxis in primary and secondary levels of schooling, as almost all included studies were conducted in tertiary education. Furthermore, the review calls for more targeted professional training taking the broader contextual factors into account to overcome entrenched monolingual ideologies and promote the full affordances of translanguaging.
Authors:
You Wu, University of Malaya, Malaysia and Lyuliang University, China
Juliana Othman, University of Malaya, Malaysia
About the Presenter(s)
Ms You Wu is a University Doctoral Student at University of Malaya in Malaysia
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