Status : Verified
| Personal Name | Cecilia A. Suarez |
|---|---|
| Resource Title | Translanguaging as a pedagogical tool in the MTB-MLE classroom: a framework for multilingual teachers in the Philippines |
| Date Issued | January 2021 |
| Abstract | This study was prompted by the results of an earlier study I conducted on "Translanguaging in the Bi/Multilingual Mother Tongue Classroom: A Case in the Philippine Context," which purported that translanguaging or shuttling between languages is a common linguistic behavior among teachers in the MTB-MLE classrooms. In particular, it is the observation that teachers engage in translanguaging indiscriminately which led me to further investigate the translanguaging techniques teachers use and their functions. Hence, this study aimed to answer the following research questions: 1.) What translanguaging techniques do teachers use?; 2.) What functions do these translanguaging techniques fulfill?; and 3.) In what ways do teachers' translanguaging influence learners' engagement and concept understanding? I used three primary tools to collect the data for this study, namely: Classroom Observation Form, Modified Stimulated Recall Questionnaire, and Semi-Structured Interview Protocol. Specifically, the Stimulated Recall method was modified for the purpose of this study since, unlike the typical method, I did not rely on the video recordings of classroom observations as stimuli to assist teacher respondents to recall specific instances of translanguaging. Instead, I used audio recordings, which I transcribed based on the actual instances of translanguaging which were selected through Moment Analysis. For the case study component of this research, I selected one of the five teacher-participants as the unit of analysis. In terms of data analysis, I used Moment Analysis and Discourse Analysis to identify the translanguaging techniques teachers use, their functions and their influence on learners' engagement and concept understanding. In addition, I also employed Descriptive Statistics to show quantitatively the influence of teachers' translanguaging on concept understanding. As answer to RQ1, three main translanguaging techniques were identified, namely: knowledge (re)cons |
| Degree Course | Doctor of Philosophy (Language Education) |
| Language | English |
| Keyword | Translanguaging (Linguistics); Native language and education; Training of language teachers; MTB-MLE classroom; Multilingual teachers |
| Material Type | Thesis/Dissertation |
Preliminary Pages
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Category : F - Regular work, i.e., it has no patentable invention or creation, the author does not wish for personal publication, there is no confidential information.
Access Permission : Open Access