Bilingual teachers' translanguaging practices and ideologies in online classrooms in Saudi Arabia

被引:5
作者
Alasmari, Muhammad [1 ]
Qasem, Fawaz [1 ]
Ahmed, Rashad [2 ]
Alrayes, Muhammad [3 ]
机构
[1] Univ Bisha, Coll Sci & Arts, Dept English, Al Namas, Saudi Arabia
[2] Jacksonville State Univ, Jacksonville, AL USA
[3] King Saud Univ, Coll Arts, English Language & Literature Dept, Riyadh, Saudi Arabia
关键词
Bilingual teachers; Online classroom; Translanguaging practices; Translanguaging perspectives; LANGUAGE; CONSTRUCTION; PEDAGOGY;
D O I
10.1016/j.heliyon.2022.e10537
中图分类号
O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];
学科分类号
07 ; 0710 ; 09 ;
摘要
Prior studies in translanguaging have investigated its role in education from different perspectives to understand its efficiency, practicality, and how it promotes or challenges educational and societal aims in different multi-lingual contexts across the world. However, little attention has been paid to translanguaging in universities with a monolingual environment. To cover this gap, the current study examines teachers' online translanguaging prac-tices and ideologies in Saudi Arabia, where the community language is Arabic but English is commonly a medium of instruction in higher education. The study investigated (a) teachers' practices and perspectives toward trans-languaging while communicating online with learners; and (b) how, when, and where teachers find trans-languaging to be productive. The study adopts a mixed-methods approach to survey 260 bilingual instructors from universities in Saudi Arabia. In addition, 20 teachers' video-recorded sessions are observed to assess the functions of translanguaging during online synchronous instruction. Five of these teachers are interviewed using stimulated -recall techniques. Results show that the teachers mostly hold positive views about translanguaging, considering it productive in helping students understand complex terms and in engaging in communication inside and outside the classroom. The data suggests that bilingual teachers of Arabic and English prefer the new bilingual approach of translanguaging and appear to depend less on the traditional monolingual approach to teaching in multilingual contexts.
引用
收藏
页数:9
相关论文
共 61 条
[1]  
Achugar M, 2007, ENGL TEACH-PRACT CRI, V6, P8
[2]  
Adamson JL, 2012, J UNIV TEACH LEARN P, V9
[3]  
Adinolfi L, 2017, LANG LEARN HIGH EDUC, V7, P185, DOI 10.1515/cercles-2017-0008
[4]  
Aghai L., 2016, TRANSLINGUAL PRACTIC
[5]  
Ahn S. Y., 2018, ANN C AM ASS APPL LI
[6]  
Al-Ahdal A., 2020, Asian EFL Journal, V27, P14
[7]  
al-Bataineh A, 2021, INT J BILING EDUC BI, V24, P386, DOI [10.1155/2018/4305395, 10.1080/13670050.2018.1471039]
[8]  
Allard EC, 2017, BILING RES J, V40, P116, DOI 10.1080/15235882.2017.1306597
[9]  
Alzabidi A.S., 2022, J LANG LINGUIST STUD, V17
[10]   Networked multilingualism: Some language practices on Facebook and their implications [J].
Androutsopoulos, Jannis .
INTERNATIONAL JOURNAL OF BILINGUALISM, 2015, 19 (02) :185-205