Aluu!

Hi!

Salut!

Translanguaging : A
New Approach, Method, Jambo!

Strategy, or A Temporal Oi!

Phenomenon
Key Issues in Linguistics and ELT
SHOFIAH NUR AZIZAH
(22216251043)
RAMDANI HIJAYADI (22216251044)
ARYADI MANUEL GULTOM (22216251097)
 TABLE OF CONTENTS

01 ORIGIN 02 DEFINITI
ON
03 THEOR
Y

04 BENEFITS 05 EXAMPLES 06 CHALLENGES

07 08 CONCLUSION 09
REVIEWIN
RESOURCES
G
CONCEPT
¡Hola!
01

ORIGIN
Brief history about
translanguaging
Have you ever heard the term of code
switching, code mixing, and
translanguaging?

How did it happen?

 Jambo!
02

Definition
What is translanguaging?
Ni hao!
Translanguaging?
Trans
The prefix “trans” underscores language practices that transcend not
only the boundaries between named national languages, but also the
distinction between languages or other semiotic media that carry
meanings (Canagarajah, 2011)
Kia Ora!
Languaging
The term “languaging” aims to highlight a different
conceptualization of language as fluid practices instead of static
entities (Canagarajah, 2011)
¡Hola!
03

Theory
Translanguaging in English
Language Teaching

Translanguaging
Canagarajah (2011b) defines
translanguaging as “the ability of
multilingual speakers to
shuttle between languages, treating
the diverse languages that form their
repertoire as an
integrated system” (p. 401).
as theory
Translanguaging as theory is
an emergent concept
indicating a radical shift from
the monolingual
theorizations in the
immersion/bilingual
education, and it affords a
‘holistic, dynamic view of
bilingualism’ (Cenoz &
Gorter, 2020; Fang & Liu,
2020; García, 2009;).
as pedagogy
Translanguaging as pedagogy
refers to the various methods in
which bilingual learners and
teachers become employ to get
involved in “complex and fluid
discursive practices to make
meaning of teaching and
learning, to communicate an
appropriate subject knowledge,
and to
develop academic practices”
(García & Wei 2014, p. 112).
 Jambo!
04

Benefits
THE IMPORTANCE OF
TRANSLANGUAGING IN ELT
 ● Translanguaging helped multilingual
Why learners comprehend and communicate
Translanguaging about subject area content.
● Translanguaging improved their English
? proficiency by enabling them to make
connections between their home
language(s) and English.

(Hillcrest, 2021)

● Translanguaging activates all languages in

students’ repertoire, stimulate positive
transfer and to contribute to TL learning
by engaging students emotionally,
cognitively and socially. (Kucukali &
Koçbaş, 2021)
 05

Example
THE IMPLICATION OF
TRANSLANGUAGING IN ELT
 Examples of Translanguaging in ELT
Bilingual and Multilingual
GLossaries
The teacher asked students to share the
name of the figures in their home language.
She had them find cognates where possible;
in some cases, the written language was
very different but the sounds were similar.
Group Discussion
The teacher placed the students in
same home-language groups to
discuss the problems using their home
language, English, or both.
Drafting Written Work in
home language
learners with good literacy skills in their first language often
produce a more sophisticated result if they are encouraged to draft
it in their first language before writing it in English, particularly if
they are at the New to English or Early Acquisition stages. This is
because they can concentrate on the content first without being
constrained by thinking about how to express it in English. They
can then try and translate it with the help of a bilingual dictionary or
translation software.
Online Research
If learners are asked to conduct their own research on a topic this
can often be done entirely or partially in their first language. For
example in Life and Works of Charles Dickens learners are asked
to find out information such as which books some of his most
famous characters appear in, or matching the name of a
character with a short description, and some of this research
could be carried out in the learner’s first language.
 Check this out!
https://www.youtube.com/watch?
v=TYmgTbvEZUA
 Jambo!
06

Challenge
s
Problems that might happen in
implementing translanguaging
Seven distinct pedagogical challenges concerning
a translanguaging pedagogy
(1) Side effects;

(2) Goal formulation;

(3) Learning the language of schooling;

(4) English and other semiotic resources;

(5) Affective functions;

(6) Effort;

(7) Confusion.

(Ticheloven, Blom, Leseman & McMonagle, 2019)

 07
Reviewin
g
Concepts
IS TRANSLANGUAGING AN
APPROACH, A METHOD, A
STRATEGY, OR A TEMPORAL
PHENOMENON?
 As a strategy
REVIEWING
Garcia (2012) stated translanguaging
CONCEPTS
As an Approach as “the discourse practices of the
bilinguals, as well as pedagogical
Translanguaging is an approach that can help them in strategies that use the entire linguistic
foreign language activities which use language from repertoire of bilingual students
monolingualism to multilingualism to build effective flexibly in order to teach both
communication between teachers and students and increase rigorous content and language for
students' motivation and understanding of learning material academic use.
as stated by Jones and Lewis (2014, p. 141)

As a Method
Translanguaging is a methodology offering a new conceptual framework that promotes a number of
important analytical shifts: shift away from language as abstract codes to meaning- and sense-
making; attend to a wider range of multi-semiotic resources whilst refusing to privilege particular
modes and methods of meaning-making over others; approach translanguaging as an expansively
integrated experience (Wei, 2022)
 Aluu!

Conclusion ¡Hola!

Our Group Discussion believes that translanguaging is not

just a temporal phenomenon. Throughout all the
explanation before, We believe that Translanguaging is a
great idea which can be very beneficial for teachers and
students in teaching and learning English, especially for
EFL learners in the future.
Jambo!
CREDITS: This presentation template was created
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infographics & images by Freepik
Xie Xie ni!
“THIS IS A QUOTE,
WORDS FULL OF
WISDOM THAT
SOMEONE
IMPORTANT SAID
AND CAN MAKE THE
—Someone Famous
READER GET
INSPIRED.”
09 RESOURCES
Canagarajah, S. (2011a). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics
Review, 2, 1–28.

Canagarajah, S. (2011b). Code-mixing in academic writing: Identifying teachable strategies of translanguaging. The Modern
Language Journal, 95(3), 401–417

Cenoz, J., & Gorter, D., (2020). Teaching English through pedagogical translanguaging. World Englíhes, 39 (2), 300-311

CUNY NYSIEB. (2018). Translanguaging to Learn About Compound Sentence [Video]. YouTube.
https://www.youtube.com/watch?v=TYmgTbvEZUA

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, 247, 102959.

García, O. (2009). Bilingual education in the 21st century: Global perspectives. Blackwell, Malden MA.

García, O. (2012). Theorizing translanguaging for educators. In C. Celic & K. Seltzer, Translanguaging: A CUNY-NYSIEB guide
for educators (pp. 1-6). New York, NY: CUNY-NYSIEB.
RESOURCES
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. New York, NY: Palgrave MacMillan.

Hillcrest, D. (2021). Academic benefit of translanguaging. MinneTESOL, 37(2).

Kucukali, E & Kocbas, D. (2021). Benefits and Issues of Translanguaging Pedagogies on Language Learning : Students ’
Perspective *. Turkish Online Journal of English Language Teaching, 6(3), 55–85.

Lewis, G., Jones, B., & Baker, C. (n.d.). Educational Research and Evaluation : An International Journal on Theory and Practice
Translanguaging : origins and development from school to street and beyond, (July 2014), 37–41.
https://doi.org/10.1080/13803611.2012.718488

The Bell Foundation. (2022). Geat Idea Translanguaging.

https://www.bell-foundation.org.uk/eal-programme/guidance/effective-teaching-of-eal-learners/great-ideas/translanguaging/

Ticheloven, A., Blom, E., Leseman, P., & McMonagle, S. (2021). Translanguaging challenges in multilingual classrooms: scholar,
teacher and student perspectives. International Journal of Multilingualism, 18(3), 491–514.
https://doi.org/10.1080/14790718.2019.1686002

Wei, L. (2022). Translanguaging as method. Research Methods in Applied Linguistics, 1(3), 100026.
https://doi.org/10.1016/j.rmal.2022.100026
QUESTION AND ANSWER
SESSION