Translingual Practices in English Classrooms in India: Current Perceptions and Future Possibilities

Autor/inn/en	Anderson, Jason; Lightfoot, Amy
Titel	Translingual Practices in English Classrooms in India: Current Perceptions and Future Possibilities
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 8, S.1210-1231 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1548558
Schlagwörter	Native Language; Translation; Second Language Learning; Code Switching (Language); Urban Areas; Rural Areas; Language Usage; English (Second Language); Language Attitudes; Teacher Attitudes; Teacher Surveys; Elementary School Teachers; Secondary School Teachers; College Faculty; Adult Educators; Classroom Techniques; Educational Practices; Comparative Analysis; Language Teachers; Teacher Education Programs; Teaching Methods; Foreign Countries; Multilingualism; Language of Instruction; India + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Urban area; Stadtregion; Rural area; Ländlicher Raum; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Adult education teacher; Adult education; Adult training; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Klassenführung; Bildungspraxis; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Indien
Abstract	This paper reports on an exploratory survey investigating both translingual practices in English language classrooms in India and attitudes towards translanguaging and L1 use among teachers surveyed. 169 teachers from primary, secondary, tertiary and adult sectors responded to 33 quantitative and six qualitative items investigating nine research questions. The majority of respondents reported making only occasional use of other languages in English language classrooms, most often for comparing and contrasting language features, explaining concepts, managing the classroom and translating for learners. Only a minority of teachers reported actively facilitating translanguaging during language practice activities. English medium institutions were found to be less tolerant of L1-use practices than non-English medium institutions. More experienced teachers were more likely to express more pro-translanguaging beliefs and report more L1-inclusive practices. Important differences between urban, semi-urban and rural contexts were also found, indicative of a need for varied, context-sensitive approaches to multilingual practices in English classrooms across India. We argue that there is a need for an explicit focus on use of other languages in Indian English language teacher education and suggest more cohesive support for translingual practices across the education system. We also propose an additional 'inclusive position' to Macaro's (2001) three 'codeswitching' positions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01