Translanguaging refers to the practice of using distinct linguistic aspects or different forms of autonomous languages in maximising communicative potential performed by the bilinguals and multi-linguals. The implementation of translanguaging strategies in teaching pedagogy allows teachers to bridge the linguistic gaps and scaffold second language learning process. However, despite the perceived benefits of translanguaging, there exist differences of perceptions and attitudes among teachers towards translanguaging which imposed ideological barriers, thus preventing students from using translanguaging as a whole. Therefore, in generating a better understanding on this issue, this study aims to explore Malaysian teachers’ perceptions towards translanguaging in English language lessons. This study employed qualitative research design using a semi-structured interview to explore the teachers’ perceptions pertaining to this topic of study. The findings of this study depicts an overall positive perception of translanguaging among the participants where they implemented several translanguaging strategies such as contextual clues, collaboration and student-centredness, as well as two-way translation in their teaching pedagogy. The findings obtained from this study can be beneficial to the stakeholders in the education field in designing lessons by employing translanguaging practices that suit the needs of the learners in English Second Language (ESL) classroom.
Akbar, R. S. S., & Taqi, H. A. (2020). Translanguaging as an ESL Learning Strategy: A Case Study in Kuwait. International Journal of Higher Education, 9(6), 54-63.
Allard, E. C. (2017). Re-examining teacher translanguaging: An ecological perspectives. Bilingual Research Journal, 40(2), 116-130.
Baker, C. (2003). Biliteracy and transliteracy in Wales: Language planning and the Welsh national curriculum. Bilingual education and bilingualism, 71-90.
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2(2011), 1–28.
Chan, S. H., & Abdullah, A. N. (2015). Bilingualism in Malaysia: language education policy and local needs. Pertanika Journal of Social Sciences and Humanities, 23(3), 55-70.
Chin, K. W. J. (2021). Mother tongue use in informal indigenous education: The perspectives of Orang Asli volunteer teachers in Peninsular Malaysia (Doctoral dissertation, The University of Western Australia).
Garcia, O., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In Heteroglossia as practice and pedagogy (pp. 199-216). Springer, Dordrecht.
Garcia, O., & Sylvan, C. E. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal, 95(3), 385–400.
Garcia, O., & Wei, L. (2014). Language, bilingualism and education. In Translanguaging: Language, bilingualism and education (pp. 46-62). Palgrave Pivot, London.
Gutierrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43, 148–164.
Hamzah, M. H., Halim, H. A., Bakri, M. H. U. A. B., & Pillai, S. (2022). Linguistic Research on the Orang Asli Languages in Peninsular Malaysia. Journal of Language and Linguistic Studies, 18, 1270-1288.
Hornberger, N., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15. https://doi.org/10.1080/13670050.2012.658016
Karabassova, L., & Isidro, S. X. (2020). Towards Translanguaging in CLIL: A Study on Teachers’ Perceptions and Practices in Kazakhstan. International Journal of Multilingualism, 1–20.
Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. Routledge.
Lantolf, J. P., Poehner, M. E., & Swain, M. (Eds.).(2018). The Routledge handbook of sociocultural theory and second language development. New York, NY: Routledge.
Lightbown, P. M. & Spada, N. (2013). How Languages Are Learned (4th ed). Oxford: Oxford University Press.
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.
Lin, A. M. Y. (2015). Egalitarian bi/multilingualism and trans-semiotizing in a global world. In W.E. Wright, S. Boun and O. García (eds), Handbook of Bilingual and Multilingual Education (pp. 19–37).
Lin, A. M. Y., & He, P. C. (2017). Translanguaging as dynamic activity flows in CLIL classrooms. Journal of Language, Identity & Education, 16(4), 228–244.
Liu, Y., & Fang, F. (2020). Translanguaging theory and practice: How stakeholders perceive translanguaging as a practical theory of language. RELC Journal.
Lourenco, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology, 30(3), 281-295.
Lubliner, S., & Grisham, D. L. (2017). Translanguaging. Maryland: Rowman & Littlefield McNeil, L. (2012). Using talk to scaffold referential questions for English language learners. Teaching and Teacher Education, 28(3), 396-404.
McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39(2).
Mostafa, N. A. (2016). Bilingualism and education: The Malaysian experience. Proceedings of EEIC, 1(2), 10-16.
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.
Ngubane, N., Ntombela, B. X., & Govender, S. (2020). Translanguaging pedagogy in selected English First Additional Language writing classrooms. Southern African Linguistics and Applied Language Studies, 38(2), 142-151.
Raja, F. D., Suparno, S., & Ngadiso, N. (2022). Students' Attitude towards Translanguaging Practice in Indonesian EFL Classes. AL-ISHLAH: Jurnal Pendidikan, 14(1), 979-988.
Rajendram, S. (2019). Translanguaging as an agentive, collaborative and socioculturally responsive pedagogy for multilingual learners (Doctoral dissertation, University of Toronto (Canada)).
Rajendram, S. (2021a). Translanguaging as an agentive pedagogy for multilingual learners: affordances and constraints. International Journal of Multilingualism, 1-28.
Rajendram, S. (2021b). The cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive affordances of translanguaging. Applied Linguistics Review. 1- 34.
Rivera, A. J., & Mazak, C. M. (2017). Analyzing student perceptions on translanguaging: A case study of a Puerto Rican university classroom. HOW, 24 (1).
Rodriguez, D., Carrasquillo, A., & Lee, K. S. (2014). The bilingual advantage: Promoting academic development, biliteracy, and native language in the classroom. New York and London: Teachers College Press.
Santoso, W. (2020). Translanguaging through the lens of sociocultural approach: Students’ attitudes and practices. Jurnal Pendidikan Bahasa, 9(1), 1-19.
Tasci, S., & Atac, A. B. (2020). L1 use in L2 teaching: The amount, functions, and perception towards the use of L1 in Turkish primary school context. International Online Journal of Education and Teaching (IOJET), 7(2).
Ting, S. H., & Jintang, L. (2022). Teacher and students’ translanguaging practices in a Malaysian preschool. International Journal of Early Years Education, 30(2), 261-275.
Vaish, V. (2019). Challenges and directions in implementing translanguaging pedagogy for low achieving students. Classroom Discourse, 10(3).
https://doi.org/10.1080/19463014.2019.1628790
Yildiz, M., Gecikli, M., & Yesilyurt, S. (2016). Turkish Prospective English Teachers' Reflections on Teaching Practice. Universal Journal of Educational Research, 4(4), 696- 703.
Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678-694.
Zulkefly, F., & Razali, A. B. (2019). Malaysian Rural Secondary School Students' Attitudes towards Learning English as a Second Language. International Journal of Instruction, 12(1), 1141-1156.
In-Text Citation: (Yusri et al., 2022)
To Cite this Article: Yusri, N. S., Huzaimi, N. H. A., & Sulaiman, N. A. (2022). Translanguaging in Malaysian ESL Classroom: Teachers’ Perceptions. International Journal of Academic Research in Business and Social Sciences, 12(9), 582– 594.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
