465
Views
0
CrossRef citations to date
0
Altmetric
Research Article

‘People are already doing it’: Malaysian English language teachers’ perceptions on translanguaging

ORCID Icon
Pages 192-205 | Received 01 Feb 2023, Accepted 18 Mar 2023, Published online: 30 May 2023

References

  • Anderson, J., & Lightfoot, A. (2018). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism, 24(8), 1548558. https://doi.org/10.1080/13670050.2018.1548558
  • Arocena, E., Cenoz, J., & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education, 3(2), 169–193. https://doi.org/10.1075/jicb.3.2.01aro
  • Back, M., Han, M., & Weng, S. C. (2020). Emotional scaffolding for emergent multilingual learners through translanguaging: Casestories. Language and Education, 34(5), 387–406. https://doi.org/10.1080/09500782.2020.1744638
  • Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295. https://doi.org/10.1016/j.system.2012.05.001
  • Blackledge, A., & Creese, A. (2010). Multilingualism: A critical perspective. London, England: Continuum International.
  • Bolton, K. (2012). World Englishes and Asian Englishes: A survey of the field. In A. Kirkpatrick & R. Sussex (Eds.), English as an international language in Asia: Implications for language education (pp. 13–28). New York: Springer.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903
  • Bush, T., Ng, A. Y. M., Too, W. K., Glover, D., & Chay, J. (2021). Ensuring acceptability and feasibility: The challenges of educational policy reform in Malaysia. Leadership and Policy in Schools, 22(2), 314–329. https://doi.org/10.1080/15700763.2021.1933063
  • Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. London: Routledge.
  • Cenoz, J. (2017). Translanguaging in school context: International perspectives. Journal of Language, Identity & Education, 16(4), 193–198. https://doi.org/10.1080/15348458.2017.1327816
  • Cenoz, J., & Gorter, D. (2011). Focus on multilingualism: A study of trilingual writing. The Modern Language Journal, 95(3), 356e369. https://doi.org/10.1111/j1540-4781.2011.01206.x
  • Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300–311. https://doi.org/10.1111/weng.12462
  • Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 53(2), 342–354. https://doi.org/10.1177/00336882221082751
  • Cenoz, J., Santos, A., & Gorter, D. (2022). Pedagogical translanguaging and teachers’ perceptions of anxiety. International Journal of Bilingual Education and Bilingualism, 1–12. https://doi.org/10.1080/13670050.2021.2021387
  • Chan, S. H., & Tan, H. (2006). English for mathematics and science: Current Malaysian language-in-education policies and practices. Language and Education, 20(4), 306–321. https://doi.org/10.2167/le631.0
  • Chou, M. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial English-medium instruction contexts. TESOL Quarterly, 52(3), 611–633. https://doi.org/10.1002/tesq.455
  • Creese, A., & Blackledge, A. (2011). Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43(5), 1196–1208. https://doi.org/10.1016/j.pragma.2010.10.006
  • Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. The Canadian Journal of Applied, 10(2), 221–240.
  • Degi, Z. (2016). Teachers’ beliefs regarding non-target language use in the EFL classroom. The Journal of Linguistic and Intercultural Education, 9(1), 19–30. https://doi.org/10.29302/jolie.2016.9.1.2
  • Deroo, M. R., & Ponzio, C. (2019). Confronting ideologies: A discourse analysis of in-service teachers’ translanguaging stance through an ecological lens. Bilingual Research Journal, 42(2), 214–231. https://doi.org/10.1080/15235882.2019.1589604
  • Dovchin, S., Sultana, S., & Pennycook, A. (2016). Unequal translingual Englishes in the Asian peripheries. Asian Englishes, 18(2), 92–108. https://doi.org/10.1080/13488678.2016.1171673
  • García, O., Johnson, S. I., Seltzer, K., & Valdes, G. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA: Caslon.
  • Garcıa, O., & Wei, L. (2015). Translanguaging: Language, bilingualism and education. Basingstoke, England: Palgrave Macmillan.
  • Goodman, B. (2017). The ecology of language and translanguaging in a Ukrainian university. In C. Mazak & K. Carroll (Eds.), Translanguaging practices in higher education: Beyond monolingual ideologies (pp. 50–69). Bristol, England: Multilingual Matters.
  • Goodman, B., & Tastanbek, S. (2021). Making the shift from a codeswitching to a translanguaging lens in English language teacher education. TESOL Quarterly, 55(1), 29–53. https://doi.org/10.1002/tesq.571
  • Gorter, D., & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92, 102272. https://doi.org/10.1016/j.system.2020.102272
  • Lee, H. L. J. (2016). Code switching in the teaching of English as a second language to secondary school students. Malaysian Journal of ELT Research, 6(1), 1–45.
  • Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research & Evaluation, 18(7), 641–654. https://doi.org/10.1080/13803611.2012.718488
  • Ling, S. (2022, June 2). Encourage, not punish. The Star. Retrieved from https://www.thestar.com.my/news/nation/2022/06/02/encourage-not-punish
  • Liu, Y., & Fang, F. (2020). Translanguaging theory and practice: How stakeholders perceive translanguaging as a practical theory of language. RELC Journal, 53(2), 391–399. https://doi.org/10.1177/0033688220939222
  • MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201. https://doi.org/10.3102/0002831216683935
  • Mazak, C. M., Mendoza, F., & Mangonez, L. P. (2017). Professors translanguaging in practice: Three cases from a bilingual university. In C. M. Mazak & K. S. Caroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies (pp. 70–90). Bristol: Multilingual Matters.
  • Ministry of Education (MoE). (2017a). Bahasa Inggeris Tahun 1: Dokumen standard korikulum dan pentaksiran (Year 1 English: Standard and assessment document). Kuala Lumpur, Malaysia: Ministry of Education.
  • Ministry of Education (MoE). (2017b). Bahasa Inggeris Tingkatan 1: Dokumen standard korikulum dan pentaksiran (Form 1 English: Standard and assessment document). Kuala Lumpur, Malaysia: Ministry of Education.
  • Nasa, A., & Pilay, S. (2017, April 23). International schools: Why their numbers are growing. New Straits Times. Retrieved from https://www.nst.com.my/news/exclusive/2017/04/233140/international-schools-why-their-numbers-are-growing
  • Ng, L. L., & Lee, S. L. (2019). Translanguaging practices and identity construction of multilingual Malaysian university graduates in digital media. English Teaching & Learning, 43(1), 105–123. https://doi.org/10.1007/s42321-019-00021-6
  • Omar, A. H. (1992). The linguistic scenery in Malaysia. Kuala Lumpur, Malaysia: Dewan Bahasa dan Pustaka.
  • Omar, A. H. (2015). Positioning languages in the Malaysian education system. In A. H. Omar (Ed.), Languages in the Malaysian education system: Monolingual strands in multilingual settings (pp. 1–30). New York: Routledge.
  • Ong, J. W., & Tajuddin, A. A. (2020). Towards a principled use of L1–observing an EFL teacher’s L1 use in rural Sabah, Malaysia. International Journal of Learning, Teaching and Educational Research, 19(6), 206–222. https://doi.org/10.26803/ijlter.19.6.12
  • Otheguy, R., Garcia, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
  • Otheguy, R., Garcia, O., & Reid, W. (2019). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 19(4), 625–652. https://doi.org/10.1515/applirev-2018-0020
  • Pennycook, A. (2007). Global Englishes and transcultural flows. London: Routledge.
  • Pillai, S., & Ong, L. K. (2018). English(es) in Malaysia. Asian Englishes, 20(2), 147–157. https://doi.org/10.1080/13488678.2018.1459073
  • Portoles, L., & Marti, O. (2020). Teachers’ beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism, 17(2), 248–264. https://doi.org/10.1080/14790718.2018.1515206
  • Rajendram, S. (2021). The cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive affordances of translanguaging. Applied Linguistics Review. https://doi.org/10.1515/applirev-2020-0075
  • Rajendram, S. (2022). “Our country has gained independence, but we haven’t”: Collaborative translanguaging to decolonize English language teaching. Annual Review of Applied Linguistics, 42(2022), 78–86. https://doi.org/10.1017/S0267190521000155
  • Rashid, R. A., Abdul Rahman, S. B., & Yunus, K. (2017). Reforms in the policy of English language teaching in Malaysia. Policy Futures in Education, 15(1), 100–112. https://doi.org/10.1177/1478210316679069
  • Rivera, A. J., & Mazak, C. (2017). Pedagogical translanguaging in a Puerto Rican university classroom: An exploratory case study of student beliefs and practices. Journal of Hispanic Higher Education, 18(3), 225–239. https://doi.org/10.1177/1538192717734288
  • Sah, P. K., & Kubota, R. (2022). Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes, 24(2), 132–146. https://doi.org/10.1080/13488678.2022.2056796
  • Savski, K. (2019). Putting the plurilingual/pluricultural back into CEFR: Reflecting on policy reform in Thailand and Malaysia. Journal of ASIA TEFL, 16(2), 644–652. https://doi.org/10.18823/asiatefl.2019.16.2.13.644
  • Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In H. Byrnes (Ed.), Advanced language learning: The contributions of halliday and vygotsky (pp. 95–108). London, UK: Continuum.
  • Tarnanen, M., & Palviainen, A. (2018). Finnish teachers as policy agents in a changing society. Language and Education, 32(5), 428–443. https://doi.org/10.1080/09500782.2018.1490747
  • Ting, S. H., & Jintang, L. (2020). Teacher and students’ translanguaging practices in a Malaysian preschool. International Journal of Early Years Education, 30(2), 261–275. https://doi.org/10.1080/09669760.2020.1850429
  • Too, W. K., & Saimima, E. J. (2019). Teacher belief and practice in a school-based English language classroom in eastern Indonesia. Journal of Nusantara Studies (JONUS), 4(1), 211–231. https://doi.org/10.24200/jonus.vol4iss1pp211-231
  • Too, W. K., Vethamani, M. E., & Kabilan, M. K. (2020). Meeting national needs in English language teacher education: Global perspectives in Malaysian initiatives. In A. B. M. Tsui (Ed.), English language teaching and teacher education in Asia: Global challenges and local responses (pp. 75–92). Cambridge, UK: Cambridge University Press.
  • Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
  • Williams, C. (1994). Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyd-destun Addysg Uwchradd Ddwyieithog [An evaluation of teaching and learning methods in the context of bilingual secondary education] ( Unpublished doctoral thesis). University of Wales, Bangor.
  • Young, A. S. (2014). Unpacking teachers’ language ideologies: Attitudes, beliefs, and practiced language policies in schools in Alsace, France. Language Awareness, 23(1–2), 157–171. https://doi.org/10.1080/09658416.2013.863902

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.