Blending translanguaging and CLIL: pedagogical benefits and ideological challenges in a Bangladeshi classroom

References

• Afp. (2012, February 17). Bangladesh bans ‘Banglish’ to protect local tongue: Bangladesh court says distortion of Bengali language tantamount to ‘rape.’ The Express Tribune. https://tribune.com.pk/story/337843/bangladesh-bans-banglish-to-protect-local-tongue
   Google Scholar
• Akareem, H. S., & Hossain, S. S. (2012). Perception of education quality in private universities of Bangladesh: A study from students' perspective. Journal of Marketing for Higher Education, 22(1), 11–33. https://doi.org/10.1080/08841241.2012.705792
   Google Scholar
• Allard, E. C. (2017). Re-Examining teacher translanguaging: An ecological perspective. Bilingual Research Journal, 40(2), 116–130. https://doi.org/10.1080/15235882.2017.1306597
   Web of Science ®Google Scholar
• Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual matters.
   Google Scholar
• Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-Based Second Language Instruction. Harper & Row.
   Google Scholar
• Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different? Language, Culture and Curriculum, 28(1), 8–24. https://doi.org/10.1080/07908318.2014.1000922
   Web of Science ®Google Scholar
• Cenoz, J. (2017). Translanguaging in School Contexts: International Perspectives. Journal of Language, Identity & Education, 16(4), 193–198. https://doi.org/10.1080/15348458.2017.1327816
   Web of Science ®Google Scholar
• Cenoz, J., & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92, 102273. https://doi.org/10.1016/j.system.2020.102273
   Web of Science ®Google Scholar
• Copland, F., & Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data. SAGE Publications. https://doi.org/10.4135/9781473910607
   Google Scholar
• Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251. https://doi.org/10.3102/00346543049002222
   Web of Science ®Google Scholar
• Dalton-Puffer, C., Llinares, A., Lorenzo, F., & Nikula, T. (2014). “You can stand under my umbrella”: Immersion, CLIL and bilingual education. A response to Cenoz, Genesee & Gorter (2013). Applied Linguistics, 35(2), 213–218. https://doi.org/10.1093/applin/amu010
   Web of Science ®Google Scholar
• Darn, S. (2006). Content and Language Integrated Learning (CLIL): A European overview. ERIC Education Resources Information Center.
   Google Scholar
• 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
   Web of Science ®Google Scholar
• Duarte, J. (2016). Translanguaging in mainstream education: A socio-cultural approach. International Journal of Bilingual Education and Bilingualism, 22(2), 150–164. https://doi.org/10.1080/13670050.2016.1231774
   Google Scholar
• Duarte, J. (2019). Translanguaging in mainstream education: A sociocultural approach. International Journal of Bilingual Education and Bilingualism, 22(2), 150–164. https://doi.org/10.1080/13670050.2016.1231774
   Web of Science ®Google Scholar
• Durán, L., & Palmer, D. (2014). Pluralist discourses of bilingualism and translanguaging talk in classrooms. Journal of Early Childhood Literacy, 14(3), 367–388. https://doi.org/10.1177/1468798413497386
   Google Scholar
• Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Historical Social Research/Historische Sozialforschung, 36(4), 273–290. https://www.jstor.org/stable/23032294
   Web of Science ®Google Scholar
• García, O., & Flores, N. (2014). Multilingualism and common core state standards in the United States. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 147–166). Routledge.
   Google Scholar
• García, O., & Kleyn, T. (2016). Translanguaging with multilingual students: Learning from classroom moments. Routledge.
   Google Scholar
• García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
   Google Scholar
• García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity & Education, 16(4), 245–255. https://doi.org/10.1080/15348458.2017.1329016
   Web of Science ®Google Scholar
• Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 5–21). Longman.
   Google Scholar
• Hamid, M. O., Jahan, I., & Islam, M. M. (2013). Medium of instruction policies and language practices, ideologies and institutional divides: Voices of teachers and students in a private university in Bangladesh. Current Issues in Language Planning, 14(1), 144–163. https://doi.org/10.1080/14664208.2013.771417
   Google Scholar
• Heller, M. (2010). Codeswitching: Anthropological and sociolinguistic perspectives (Vol. 48). Walter de Gruyter.
   Google Scholar
• Hodgson, N. (2009). Educational research, governmentality and the construction of the cosmopolitan citizen. Ethics and Education, 4(2), 177–187. https://doi.org/10.1080/17449640903368781
   Google Scholar
• Hossain, T., & Tollefson, J. W. (2007). Language policy in education in Bangladesh. In A. B. Tsui & J. W. Tollefson (Eds.), Language policy, culture and identity in Asian contexts (pp. 241–258). Erlbaum.
   Google Scholar
• Islam, R. (2019). Teaching EFL writing: A comparative study of Bengali and English medium secondary schools in Bangladesh. Crossings: A Journal of English Studies, 10, 144–156.
   Google Scholar
• Karlsson, A., Nygård Larsson, P., & Jakobsson, A. (2019). The continuity of learning in a translanguaging science classroom. Cultural Studies of Science Education, 14(1), 77–110. https://doi.org/10.1007/s11422-019-09933-y
   PubMedGoogle Scholar
• Kiramba, L. K. (2017). Translanguaging in the writing of emergent multilinguals. International Multilingual Research Journal, 11(2), 115–130. https://doi.org/10.1080/19313152.2016.1239457
   Web of Science ®Google Scholar
• Lambert, W. E. (1974). Culture and language as factors in learning and education. In F. E. Aboud & R. D. Meade (Eds.), Cultural factors in learning and education (pp. 91–122). 5th Western Washington Symposium on Learning.
   Google Scholar
• Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content & Language Integrated Learning, 6(2), 1–21. https://doi.org/10.5294/3148
   Google Scholar
• Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualisation and contextualisation. Educational Research and Evaluation, 18(7), 655–670. https://doi.org/10.1080/13803611.2012.718490
   Google Scholar
• Lin, A. M. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5–16. https://doi.org/10.1080/13670050.2018.1515175
   Web of Science ®Google Scholar
• Lo, Y. (2015). How much L1 is too much? Teachers’ language use in response to students’ abilities and classroom interaction in content and language integrated learning. International Journal of Bilingual Education and Bilingualism, 18(3), 270–288. https://doi.org/10.1080/13670050.2014.988112
   Web of Science ®Google Scholar
• Martin-Beltrán, M. (2010). The Two-Way Language Bridge: Co-Constructing Bilingual Language Learning Opportunities. The Modern Language Journal, 94(2), 254–277. https://doi.org/10.1111/j.1540-4781.2010.01020.x
   Web of Science ®Google Scholar
• C. M. Mazak, & K. S. Carroll (Eds.). (2016). Translanguaging in higher education: Beyond monolingual ideologies. Multilingual Matters.
   Google Scholar
• McMillan, B., & Turnbull, M. (2009). Teachers’ use of the first language in French immersion: Revisiting a core principle. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 15–34). Multilingual Matters. https://doi.org/10.21832/9781847691972-004
   Google Scholar
• Milroy, J. (1995). One speaker, two languages: Cross-disciplinary perspectives on code-switching (Vol. 10). Cambridge University Press.
   Google Scholar
• Morton, T. (2018). Reconceptualising and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 21(3), 275–286. https://doi.org/10.1080/13670050.2017.1383352
   Web of Science ®Google Scholar
• Mortuza, S. (2020). Grace under fire: A reflection on the state of English studies in Bangladesh. In S. Sultana, M. M. Roshid, & Z. Haider (Eds.), The Routledge handbook of English language education in Bangladesh (pp. 173–185). Routledge.
   Google Scholar
• Nikula, T., Dafouz, E., Moore, P., & Smit, U. (2016). Conceptualising integration in CLIL and multilingual education. Multilingual Matters.
   Google Scholar
• Nikula, T., & Moore, P. (2019). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22(2), 237–249. https://doi.org/10.1080/13670050.2016.1254151
   Web of Science ®Google Scholar
• Rafi, A. S. M. (2020). Shortcomings of validating translanguaging without pedagogic focus in bilingual classroom. TESOL Bilingual-Multilingual Education Interest Section (B-MEIS). http://newsmanager.commpartners.com/tesolbeis/issues/2020-11-25/7.html
   Google Scholar
• Rafi, A. S. M., & Morgan, A. M. (2021). Translanguaging and academic writing in English-only classrooms: Possibilities and challenges in English-only classrooms. In W. Ordeman (Ed.), Creating a transnational space in the first year writing classroom (pp. 17–40). Vernon Press.
   Google Scholar
• Rafi, A. S. M., & Morgan, A. M. (2022a). A pedagogical perspective on the connection between translingual practices and transcultural dispositions in an anthropology classroom in Bangladesh. International Journal of Multilingualism, 1–22. https://doi.org/10.1080/14790718.2022.2026360
   Web of Science ®Google Scholar
• Rafi, A. S. M., & Morgan, A. M. (2022b). Linguistic ecology of Bangladeshi higher education: A translanguaging perspective. Teaching in Higher Education, 27(4), 1–18. https://doi.org/10.1080/13562517.2022.2045579
   Google Scholar
• Rafi, A. S. M., & Morgan, A. M. (2022c). Translanguaging as a transformative act in a reading classroom: Perspectives from a Bangladeshi private university. Journal of Language, Identity & Education, 1–16. https://doi.org/10.1080/15348458.2021.2004894
   Web of Science ®Google Scholar
• Rafi, A. S. M., & Morgan, A. M. (2022d). Translanguaging and power in academic writing discourse: The case of a Bangladeshi university. Classroom Discourse, 1–23. https://doi.org/10.1080/19463014.2022.2046621
   Google Scholar
• Rafi, A. S. M. (in press). Students’ uptake of translanguaging pedagogies and translanguaging-oriented assessment in an ELT classroom at a Bangladeshi university. In R. Khan, A. Bashir, L. B. Basu, & E. Uddin (Eds.), Local research and global perspectives in English language teaching: Teaching in changing times. Springer Nature.
   Google Scholar
• Rahman, T. (2010). A multilingual language in education policy for indigenous minorities in Bangladesh: Challenges and possibilities. Current Issues in Language Planning, 11(4), 341–359.
   Google Scholar
• Rahman, M. M., Singh, M. K. M., & Karim, A. (2020). Distinctive medium of instruction ideologies in public and private universities in Bangladesh. Asian Englishes, 22(2), 125–142. https://doi.org/10.1080/13488678.2019.1666493
   Web of Science ®Google Scholar
• Saldaña, J. (2015). The coding manual for qualitative researchers. SAGE Publications.
   Google Scholar
• Stryker, S. B., & Leaver, B. L. (1997). Content-based instruction in foreign language education: Models and methods. Georgetown University Press.
   Google Scholar
• Sultana, S. (2014). Young adults’ linguistic manipulation of English in Bangla in Bangladesh. International Journal of Bilingual Education and Bilingualism, 17(1), 74–89. https://doi.org/10.1080/13670050.2012.738644
   Web of Science ®Google Scholar
• Sultana, S., Dovchin, S., & Pennycook, A. (2015). Transglossic language practices of young adults in Bangladesh and Mongolia. International Journal of Multilingualism, 12(1), 93–108. https://doi.org/10.1080/14790718.2014.887088
   Web of Science ®Google Scholar
• Swain, M., & Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-Based Language Education, 1(1), 101–129. https://doi.org/10.1075/jicb.1.1.05swa
   Google Scholar
• Tian, Z. (2020). Faculty first: Promoting translanguaging in TESOL teacher education. In S. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies. Educational linguistics (Vol. 42, pp. 215–236). Springer. https://doi.org/10.1007/978-3-030-36983-5_10
   Google Scholar
• Tian, Z. (2022). Translanguaging design in a third grade Chinese language arts class. Applied Linguistics Review, 13(3), 327–343. https://doi.org/10.1515/applirev-2021-0024
   Web of Science ®Google Scholar
• Wang, P. (2020). A case study of translanguaging phenomenon in CBI classes in a Chinese university context. International Journal of Applied Linguistics, 31(1), 95–108. https://doi.org/10.1111/ijal.12324
   Google Scholar
• Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. https://doi.org/10.1016/j.pragma.2010.07.035
   Web of Science ®Google Scholar
• Wei, L. (2011). Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. https://doi.org/10.1016/j.pragma.2010.07.035
   Web of Science ®Google Scholar