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Olha Luchenko; Olha Doronina; Yevhen Chervinko – Advanced Education, 2024
Purpose: This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers' positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure: 274 non-native…
Descriptors: Language of Instruction, Multilingualism, Japanese, Language Teachers
Dan Liu; Yi Deng; Katherine Wimpenny – Teaching in Higher Education, 2024
Despite translanguaging pedagogy gaining increasing popularity among researchers, studies on students' perceptions and experiences of translanguaging pedagogy in English for Academic Purposes (EAP) settings in China remain limited. This mixed methods research bridges this gap by shareing the findings of both questionnaires (1008) and follow-up…
Descriptors: Foreign Countries, English for Academic Purposes, College Students, Student Attitudes
Sun, Yachao – ProQuest LLC, 2020
A translingual approach to writing as a new paradigm has been proposed to challenge English monolingualism, question traditional ideas on language difference, advocate for writer agency in shaping their own language, and legitimize additional languages/varieties as resources rather than deficits in the target language teaching, learning, and…
Descriptors: Translation, Second Language Learning, Writing (Composition), Sociolinguistics
Soniya Antony; R. Ramnath; Adil Ellikkal – IAFOR Journal of Education, 2024
This research study provided a basic understanding of pedagogical translanguaging and its importance in a multilingual classroom environment from the perspective of foreign language class students. The qualitative study, employing interpretive phenomenological analysis, investigated students' viewpoints on pedagogical translanguaging in a…
Descriptors: Multilingualism, Context Effect, Classroom Environment, Student Attitudes
Fauzan; Setyaningrum, Rina Wahyu; Suparto – Cogent Education, 2023
Pointed polysynchronous interactions (PPIs) were initiated by the participants of this study to promote more adequate interactions between learner-learner, learners-teachers, and learners-learning materials in Content and Language Integrated Learning (CLIL) science hybrid learning due to the COVID-19 pandemic. This photovoice study spotlighted…
Descriptors: Content and Language Integrated Learning, COVID-19, Pandemics, Elementary School Teachers
Kim, Sugene – International Journal of Bilingual Education and Bilingualism, 2022
This paper is part of an ongoing research project that examines translanguaging practice in predominantly monolingual social domains, and it reports on the views and practices of non-Japanese English teachers' translanguaging in Japanese higher education. Fifteen faculty members from four universities were interviewed about their perspectives on…
Descriptors: Language Usage, Code Switching (Language), Language Teachers, English (Second Language)
Hu, Hengzhi – Arab World English Journal, 2022
The success of bilingual immersion programmes has promoted the debate about whether learners' first language (L1) should be used in foreign language classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded in the development of multilingualism and multiliteracy theories, has overstepped the monolingual…
Descriptors: Second Language Instruction, Language Usage, English (Second Language), Undergraduate Students
Amira Desouky Ali – Bilingual Research Journal, 2024
This study examined how two Translanguaging (TL) modes impact multilingual students' English skills. It also investigates the perceived benefits and disadvantages of the translanguaging practices used by both students and teacher. The research sample comprised 96 multilingual students divided into three groups: a control group and two experimental…
Descriptors: Multilingualism, Code Switching (Language), Native Language, Second Language Learning
Bancha, Woralak – Journal of Language and Linguistic Studies, 2022
Code-switching or using a native language (L1) is commonly employed in an EFL classroom to facilitate comprehension to low-proficiency learners. However, in a context where teachers and learners do not share the same mother tongue, it causes some challenges to language teachers. As teachers' beliefs directly influence their practices, and research…
Descriptors: Foreign Countries, Code Switching (Language), English (Second Language), Second Language Instruction
Leung, Constant; Jenkins, Jennifer – Australian Journal of Applied Linguistics, 2020
The Common European Framework of Reference for Languages (CEFR) is a major international benchmarking resource used for curriculum development and assessment. The elaboration of the concept of multilingual mediation in the 2018 Companion Volume of the CEFR is a timely addition to the original publication in 2001. Amongst other things, it…
Descriptors: Multilingualism, Benchmarking, Rating Scales, Guidelines
Hin, Chan Yi; Lam, Anita Yu On; Leung, Aaron Wong Yiu – Sign Language Studies, 2022
Research on translanguaging practices of Deaf people have shown their creative multimodal resources to communicate (Kusters 2017; Holmström and Schönström 2017; Moriarty Harrelson 2017). These findings have enlightened disciplines like sociolinguistics and bilingual education and can be equally important for policy makers who make decisions that…
Descriptors: Code Switching (Language), Deafness, Social Attitudes, Foreign Countries
Iversen, Jonas Yassin – Language and Education, 2020
Field placement allows pre-service teachers (PSTs) to gain experience teaching culturally and linguistically diverse students. However, little is known about how PSTs engage with multilingualism during field placement. This article investigates how PSTs capitalise on their own as well as their students' linguistic repertoires during field…
Descriptors: Multilingualism, Preservice Teachers, Cultural Differences, Student Placement
Ma, Junjie – Online Submission, 2022
Against the background of increasing internationalization, Chinese-foreign cooperative education programs are growing in the Chinese higher education sector. With the international teaching environment combined with the local IC education concept, Chinese-foreign cooperative education programs are potentially the ideal platform for the complete…
Descriptors: Intercultural Communication, Cooperative Education, Instructional Effectiveness, Higher Education
Lopez, Alexis A.; Turkan, Sultan; Guzman-Orth, Danielle – ETS Research Report Series, 2017
"Translanguaging" refers to the flexible use of the bilingual repertoire. In this report, we provide a theoretical framework to support the use of translanguaging to assess the academic content knowledge of newly arrived emergent bilingual students. In this report, we argue that translanguaging offers newly arrived emergent bilingual…
Descriptors: Bilingual Students, Bilingual Education, Immigrants, Code Switching (Language)
Waltermire, Mark; Valtierrez, Mayra – Hispania, 2019
The use of English-origin spontaneous loanwords (e.g., "la babysitter," "el counter," etc.) in otherwise Spanish discourse is criticized by many as a strategy that bilinguals use to compensate for a lack of lexical knowledge in Spanish. The purpose of the current research is to examine the question of lexical proficiency as a…
Descriptors: Spanish, English (Second Language), Second Language Learning, Linguistic Borrowing
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