The Potential of Translanguaging Pedagogy for Promoting Iranian Bilingual Students' English Development

Autor/inn/en	Khonamri, Fatemeh; Yaqubi, Baqer; Sokhandan, Esmail
Titel	The Potential of Translanguaging Pedagogy for Promoting Iranian Bilingual Students' English Development
Quelle	In: MEXTESOL Journal, 46 (2022) 4, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Khonamri, Fatemeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Code Switching (Language); Translation; Bilingualism; English (Second Language); Second Language Learning; Grade 12; Males; High School Students; Grammar; Native Language; Student Attitudes; Indo European Languages; Iran + Suchen Sie Ihr Suchwort? Ausland; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 12; 12. Schuljahr; Schuljahr 12; Male; Männliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Grammatik; Schülerverhalten; Indoeuropäisch
Abstract	This explanatory mixed-methods study investigated the use of bilingual students' linguistic repertoire for teaching and clarifying grammar. A repeated-measures design was used in which the quantitative data were complemented with follow-up qualitative data. Data were collected in six treatment sessions and from twenty-five all-male twelfth-grade state-school students from Bandar Turkman, Golestan, Iran. A three-phase experiment was carried out involving teaching six grammar lessons to one group: (1) in English only; (2) in the students' local language; and (3) their official language, which was followed by a semi-structured interview. The results of the quantitative data analysis indicated that translanguaging through incorporating students' linguistic assets proved to be an effective strategy which allowed students to have a deeper understanding of grammar. The analysis of the qualitative data showed that language learners had a positive attitude towards this pedagogy and believed that it promoted their language learning, motivation and self-confidence. Implications of the study for language teachers and researchers are discussed. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01