The present study focuses on the effects and outcomes of translanguaging-oriented practices in foreign language teaching. Linguistic and cognitive learning gains are considered, as are affective, motivational and interactional dimensions. At the same time, the study critically reflects on the extent to which the findings to date can be transferred to different educational contexts and the challenges that arise for teaching practice.
The significance of this question lies not only in its scientific value, but also in its practical relevance for foreign language teaching. In view of increasing linguistic diversity in classrooms worldwide, it is crucial to identify ways in which existing linguistic resources can be productively integrated into learning processes. The result of this study therefore contributes to existing research, educational policy and teaching practice.
The study’s outline is as follows: after presenting the theoretical foundations and a conceptual classification of translanguaging, an overview of the current state of research is provided. Building on this, five central empirical studies are presented and analysed
systematically in terms of their results. The subsequent discussion summarises the findings, reflects on opportunities and limitations for language teaching, and identifies further research questions. Finally, the central findings are brought together in a concluding reflection.
Table of Contents
- 1. Introduction
- 2. Theoretical background: translanguaging and language learning
- 2.1 Multilingualism
- 2.2 Origins and definitions of translanguaging
- 2.3 Understanding translanguaging: beyond code-switching and borrowing
- 2.4 Pedagogical functions of translanguaging in foreign language contexts
- 3. Literature review
- 4. Research evidence on translanguaging
- 4.1 Overview and methodological profiles of selected studies and reviews
- 4.1.1 Nguyen (2022): perceptions of translanguaging in EMI classrooms
- 4.1.2 Mendoza (2023): translanguaging and English in the plurilingual classroom
- 4.1.3 Schüler-Meyer et al. (2019): mathematical learning gains, German proficiency and mixed language use
- 4.1.4 Höfler et al. (2023): the impact of language-sensitive teaching approaches
- 4.1.5 Hernandez-Garcia et al. (2023): the translanguaging school
- 4.2 Effects of translanguaging practices
- 4.2.1 Linguistic and cognitive gains
- 4.2.2 Affective and motivational effects
- 4.2.3 Classroom interaction and participation
- 4.3 Challenges and limitations
- 4.1 Overview and methodological profiles of selected studies and reviews
- 5. Discussion
- 5.1 Chances: Implications for language pedagogy
- 5.2 Challenges: Practical and theoretical limitations
- 5.3 Overall interpretation
- 6. Conclusion
Objective & Thematic Focus
This study, titled "Effects and Outcomes of Translanguaging Practices in Foreign Language Education," aims to examine the empirical evidence concerning the effects and outcomes that translanguaging-oriented practices produce in foreign language teaching. It considers linguistic and cognitive learning gains, as well as affective, motivational, and interactional dimensions, while critically reflecting on the transferability of findings and challenges for teaching practice.
- Understanding multilingualism and the theoretical foundations of translanguaging.
- Differentiating translanguaging from related linguistic practices such as code-switching and borrowing.
- Analyzing empirical evidence on the linguistic, cognitive, affective, and motivational effects of translanguaging.
- Exploring the impact of translanguaging on classroom interaction and participation.
- Identifying the pedagogical functions, implications, challenges, and limitations of implementing translanguaging in foreign language contexts.
Excerpt from the Book
2.3 Understanding translanguaging: beyond code-switching and borrowing
In order to comprehend the notion of translanguaging in its entirety, it is important to differentiate it from related linguistic practices such as code-switching and borrowing. These phenomena occur frequently in the everyday language use of multilingual individuals, but they differ fundamentally from translanguaging in conceptual terms. Code-switching is defined as the deliberate or spontaneous switching between two languages within a single utterance or conversation. The switch can involve individual words, phrases or entire sentences (Grosjean 2010: 51-57). A characteristic feature of code-switching is the activation of two clearly distinct language systems, which are then switched between by the speaker. An example of this phenomenon would be a German-English bilingual speaker who alternates between the two languages in a single conversation (ibid.). The phenomenon of code-switching is frequently linked to adverse assumptions, including but not limited to an individual's language proficiency or a supposition of indolence. Nevertheless, these perspectives lack scientific validity. Instead, evidence suggest that code-switching can fulfil a variety of communicative functions, including the expression of identity, group affiliation and pragmatic efficiency when a concept is easier or more precise to express in one language (ibid.).
Another form of multilingual practice which has to be considered here is borrowing, i.e. the borrowing of linguistic elements. This process entails the permanent adoption of individual words or phrases from one language into another, accompanied by morphological and, in certain instances, phonological adaptation. These borrowings frequently involve nouns, and less frequently, verbs or adjectives (Grosjean 2010: 58-62). In contrast to code-switching, which occurs spontaneously and situationally, borrowings are frequently established language patterns that may also be employed by monolingual speakers. Translanguaging, on the other hand, conceptualises phenomena beyond these established paradigms. Whilst code-switching and borrowing are predicated on the premise of two discrete linguistic systems, translanguaging conceptualises linguistic practices as manifestations of an integrated, dynamic repertoire (García & Woodley 2014: 140). From this perspective, multilingual speakers do not possess two distinct languages; rather, they utilise a flexible overall linguistic system from which they draw resources appropriate to the situation. It is therefore not a simple matter of switching between languages, but rather a targeted, often creative use of all available communicative means for constructing meaning, exchanging knowledge and representing identity. In this sense, translanguaging can be regarded as representing a paradigm shift: Instead of focusing on linguistic purity and separation, it focuses on the real communicative practices of multilingual people and considers linguistic action to be resource-oriented, functional and context-dependent (García & Kleyn 2016: 14). This dynamic approach to language has a wide range of potential, especially in the school context in the domain of foreign language teaching, as demonstrated in the following section.
Chapter Summaries
1. Introduction: This chapter introduces the increasing importance of multilingualism in education and defines translanguaging as a key concept, outlining the study's aim to examine its empirical effects in foreign language teaching and detailing the paper's structure.
2. Theoretical background: translanguaging and language learning: This section provides the theoretical groundwork by explaining multilingualism, defining translanguaging, distinguishing it from related concepts like code-switching and borrowing, and highlighting its didactic relevance for language and subject learning.
3. Literature review: This chapter reviews the existing literature, identifying three main research strands on translanguaging: teacher/learner perceptions, its potential for cognitive progress and integrating family languages, and the institutional conditions for successful implementation.
4. Research evidence on translanguaging: This section presents and analyzes five empirical studies and one systematic literature review, detailing their methodological profiles and specific findings on linguistic and cognitive gains, affective/motivational effects, and classroom interaction.
5. Discussion: This chapter discusses the opportunities and challenges of translanguaging in language pedagogy, contrasting its potential for cognitive and linguistic gains with methodological limitations, practical implementation issues, and the need for conscious didactic control.
6. Conclusion: The final chapter summarizes that translanguaging is a promising yet complex pedagogical strategy for foreign language teaching, emphasizing its potential for linguistic, cognitive, and affective gains while stressing the necessity of conscious planning and further robust research.
Keywords
Translanguaging, Multilingualism, Foreign Language Education, Language Learning, Code-switching, Borrowing, Linguistic Gains, Cognitive Gains, Affective Effects, Motivational Effects, Classroom Interaction, Pedagogy, Linguistic Repertoire, Language-Sensitive Teaching, Educational Research.
Frequently Asked Questions
What is this work fundamentally about?
This work fundamentally examines the empirical evidence regarding the effects and outcomes of translanguaging practices within the context of foreign language education, considering its impact on linguistic, cognitive, and socio-emotional aspects of learning.
What are the central thematic areas?
The central thematic areas include the theoretical understanding of translanguaging, its distinction from other multilingual practices, empirical research on its effects in various educational settings, its pedagogical implications, and the practical and theoretical challenges of its implementation.
What is the primary goal or research question?
The primary goal is to investigate what effects and outcomes translanguaging-oriented practices produce in foreign language teaching, including linguistic and cognitive learning gains, as well as affective, motivational, and interactional dimensions.
What type of study is this, and what kind of evidence does it examine?
This work is a comprehensive review and synthesis of existing research. It examines empirical evidence from various studies, including systematic literature reviews, ethnographic case studies, quantitative surveys, and mixed-method designs to understand translanguaging.
What is covered in the main part?
The main part delves into the theoretical background of translanguaging, presents an extensive literature review, and then discusses specific research evidence from selected empirical studies, categorizing the findings into linguistic/cognitive gains, affective/motivational effects, and classroom interaction/participation.
What key terms characterize the work?
Key terms characterizing this work include translanguaging, multilingualism, foreign language education, linguistic repertoire, cognitive gains, affective effects, code-switching, and pedagogical implications.
How does translanguaging differ fundamentally from code-switching and borrowing?
Translanguaging fundamentally differs by conceptualizing linguistic practices as manifestations of an integrated, dynamic repertoire, where multilingual speakers draw from a flexible overall linguistic system. In contrast, code-switching and borrowing are predicated on the premise of two or more discrete linguistic systems, focusing on switches between them or permanent adoptions of elements.
What are the main categories of effects of translanguaging practices discussed?
The main categories of effects discussed are linguistic and cognitive gains, affective and motivational effects, and improvements in classroom interaction and participation.
What is the role of the teacher's 'translanguaging stance'?
The teacher's 'translanguaging stance' is defined as the fundamental attitude of a teacher to recognize all languages of the learners as valuable resources, welcoming and encouraging their active use in the classroom, which is crucial for inclusive and effective implementation.
What are the main challenges and limitations identified for translanguaging?
Main challenges include the narrow empirical evidence base with small sample sizes and limited generalizability, the risk of exclusion in plurilingual classrooms where majority languages may override minority ones, the hierarchization of language varieties, and the need for high levels of planning, resources, and systematic didactic design for effective implementation.
- Quote paper
- Anonymous (Author), 2025, Effects and Outcomes of Translanguaging Practices in Foreign Language Education, Munich, GRIN Verlag, https://www.grin.com/document/1624375
