LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:3 March 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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A Study of Graduate Students’ Perceptions Towards Pedagogical Translanguaging at an International University in Bangkok

Dihui Liu, M.A. ELT

Abstract

This research was conducted at an international university in Bangkok, Thailand, and aimed to investigate the graduate students' perceptions upon pedagogical translanguaging. A mixed research design was used to process the data collection and data analysis. There were two instruments applied in this study. The 5 Likert scale questionnaire within 26 items was administered to 147 participants. Additionally, the interview was performed by six students with a bilingual education background. The results of the quantitative data and qualitative data were addressed the two objectives of this study, the first objective is to investigate how the different factors influence graduate students to use translanguaging; the second objective is to investigate how graduate students perceive translanguaging as the main approach in the bilingual classroom.

Overall speaking, the findings of the quantitative data showed that these six identified factors highly influence the students to use translanguaging (M = 4.14, SD = 0.778), “social and parental support (M=4.21, SD = 0.761)”, “the proficiency of target language (M=4.17, SD = 0.741)”, “the difficulty of contents (M = 4.09, SD = 0.845)”, “The willingness to use L1 (M = 4.10, SD = 0.774)”, “The encouragement of teacher (M = 4.13, SD = 0.775)”, “ The metalinguistic awareness (M = 4.14, SD = 0.784)”. For the findings of qualitative data, it indicated that translanguaging used to exert leverage on the emergent bilingual students in the second language learning should be moderate, and pedagogical translanguaging should be adapted among students with different language proficiency.

Keywords: Bilingual Education, English As a Foreign Language, Graduate Students’ Perception, Multilingualism, Pedagogical Translanguaging.

Introduction

Translanguaging in instruction has been shown to have significant effects in the field of education (Garci´a, 2009). It deems that the teacher should be urged to make and plan a welcoming space strategically and purposefully for bilingual (or multilingual) students to fully deploy and apply their linguistic repertoire (Garci´a & Li, 2014). As noted by Cenoz and Gorter (2015), multilingual education refers to one educational system that is instructed by dual or multi-languages, translanguaging can be applied as an approach to consolidate and improve the weaker language skills of emergent bilinguals. However, in regions such as China, Thailand, Myanmar, where English is categorized as a foreign language regarding the perspective of world English. A big proportion of English language learners are in the expanding circle of world English and lacking the language environment to practice English. Hence, international educational institutions play a vital role in providing the English platform for these students who are learning English as a second/foreign language, and translanguaging assists the connection between languages while expanding the dual-language resources.

As a pedagogical language teaching approach, translanguaging has been applied in many countries recently (García, 2017), some linguistic researchers (García, 2017; Lewis et al., 2012; Wei, 2017; Cenoz & Gorter, 2020), therefore, have witnessed the demands of translanguaging as a significant pedagogy for linguistic research (García, 2017). Furthermore, pedagogical translanguaging gives a place to English language teaching through expanding learners’ linguistic repertoires continually when students are in a multilingual setting and learning dual languages concurrently.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dihui Liu, M.A. ELT
Department of English
Graduate School of Human Sciences
Assumption University, Thailand
liustiven204@gmail.com
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