Blending Translanguaging and CLIL: Pedagogical Benefits and Ideological Challenges in a Bangladeshi Classroom

Autor/inn/en	Rafi, Abu Saleh Mohammad; Morgan, Anne-Marie
Titel	Blending Translanguaging and CLIL: Pedagogical Benefits and Ideological Challenges in a Bangladeshi Classroom
Quelle	In: Critical Inquiry in Language Studies, 20 (2023) 1, S.20-45 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rafi, Abu Saleh Mohammad) ORCID (Morgan, Anne-Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2022.2090361
Schlagwörter	Teaching Methods; Blended Learning; Code Switching (Language); Teacher Education Programs; Content and Language Integrated Learning; Foreign Countries; Anthropology; Language Usage; Second Language Learning; Second Language Instruction; State Universities; Language Variation; Educational Planning; Barriers; Language Attitudes; Language of Instruction; Native Language; English (Second Language); Indo European Languages; College Faculty; Undergraduate Students; Arabic; Scaffolding (Teaching Technique); Classroom Communication; Case Studies; Introductory Courses; Bangladesh + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; CLIL; Lernkonzept; Ausland; Anthropologie; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Staatliche Universität; Sprachenvielfalt; Bildungsplanung; Sprachverhalten; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Fakultät; Arabisch; Klassengespräch; Case study; Fallstudie; Case Study; Einführungskurs; Bangladesch
Abstract	The study employed a blended approach of translanguaging pedagogy and Content and Language Integrated Learning (CLIL) in an Anthropology class of a Bangladeshi public university. Data were collected through classroom observation, a pedagogical intervention, a focus group discussion with six students, and a semi-structured interview with the class teacher. The results show that the blended approach created a dynamic learning space in an otherwise teacher-centered classroom, keeping students intrinsically engaged and enhancing the acquisition of Anthropology content knowledge and institutionally appropriate language conventions. The students acknowledged the positive potential of the blended approach. In contrast, the teacher opposed this approach by appraising the ideological complexities that might derive from the socio-political realities of the Bangladeshi context. The study recommended initiating conversation among education communities, prestige planning of translanguaging practices and teacher education programmes to benefit from the blended approach of translanguaging pedagogies and CLIL. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01