Translanguaging as a Pedagogy of Enacting Social Justice in a Multilingual Setting

2021 ◽  
pp. 131-150
Author(s):  
Jagadish Paudel
Keyword(s):  
Social Justice ◽  
Home Country ◽  
Empirical Studies ◽  
Medium Of Instruction ◽  
Teaching English ◽  
Learning And Teaching ◽  
Compulsory Subject ◽  
Educational Studies

In this chapter, the author discusses how translanguaging pedagogy serves as a socially just pedagogy to teach English as a compulsory subject and to implement English as a medium of instruction (EMI) in Nepal, like other multilingual countries. To substantiate this argument, drawing ideas from several seminal theoretical works and reviewing some empirical studies on translanguaging, the author first presents his own experience of learning and teaching English in his home country, Nepal. Then, presenting a brief sociolinguistic milieu and some relevant educational studies of Nepal, the author discusses translanguaging and social justice, incorporating ideas from recent disciplinary literature. Lastly, he argues translanguaging pedagogy as a socially just pedagogy, for it maintains the linguistic identities of students, enhances students' participation in the classroom, makes sense of content, and fosters students' literacy.

scholarly journals How does career guidance at schools encounter migrant young people? Interactional practices that hinder socially just guidance

2021 ◽  
Author(s):  
Sanna Vehviläinen ◽  
Anne-Mari Souto
Keyword(s):  
Social Justice ◽  
Young People ◽  
Career Guidance ◽  
Empirical Studies ◽  
Ethnographic Study ◽  
School Career ◽  
Interaction Research

AbstractThe aim of this article is to show how interaction research can contribute to the understanding and praxis of socially just guidance. The article is theoretical, but it makes use of our previous empirical studies. We combine the ethnographic study of school and racism, and interactional research on guidance. We define guidance for social justice, explaining how this translates to the level of interactional practices. We show two empirical examples of interactional phenomena hindering socially just praxis. We lastly discuss our practical conclusions on how to help school career counsellors change their interactional practices.

scholarly journals Optimizing Learning Management System to Teach English Grammar

2021 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Isnaini Nur Safitri ◽  
Pritantina Yuni Lestari
Keyword(s):  
Qualitative Research ◽  
Correct Answer ◽  
Management System ◽  
Learning Management System ◽  
English Department ◽  
Teaching English ◽  
English Grammar ◽  
Direct Explanation ◽  
Learning Management ◽  
Compulsory Subject

This study aimed to investigate the use of the Learning Management System (LMS) to teach English Grammar subject in online learning during a covid-19 outbreak. This study was descriptive qualitative research with second-semester students as the subjects of the study. They were students from the English department taking Structure 2 as the compulsory subject. The data were collected by conducting a survey to 71 students who were purposely selected to know the optimization of using LMS in teaching English Grammar during the covid -19 outbreak. The questionnaire was used to do a survey. The results show that the materials uploaded in the LMS are useful to help students understand English Grammar, especially for the topic taught in the second semester. Furthermore, the use of quiz features in LMS can motivate them to learn since they can know the results and the correct answer directly from the LMS. It also can increase students' confidence when doing the same test. However, it was found that the use of LMS cannot replace the direct explanation method from the teacher which is still stated as an effective way of teaching English Grammar subjects.

scholarly journals Islamic Values in the Context of English Learning and Teaching

2019 ◽  
Vol 1 (1) ◽  
pp. 70
Author(s):  
Zaitun Zaitun ◽  
Siska Kusuma Wardani
Keyword(s):  
Teaching And Learning ◽  
Research Study ◽  
Lesson Plan ◽  
English Learning ◽  
Teaching English ◽  
Learning And Teaching ◽  
School Activities ◽  
Descriptive Research ◽  
Qualitative Descriptive ◽  
Islamic Values

The aim of this research is to describe the Islamic values in the process of teaching English. This research was conducted at SD Labschool FIP UMJ for about 3 months starting from June 2018 until August 2018. This study focuses on English teaching and learning process at 4th graders. The study applied a qualitative descriptive research method which used observation and documents as the instruments in collecting the data. The writers observed both the school and 4th grade class and used the syllabus, lesson plan and English textbook as the documents. The analysis of the data showed that the Islamic values had been being well-built in the area of the school together with the school activities. While in the class observation the writer found that the Islamic values were not being applied yet in the process of teaching and learning English, besides, it was also found that syllabus, lesson plan, and textbook did not insert any Islamic values at all either in the content of the materials or in the teaching and learning activities. Thus this research study concludes that the Islamic values did not fully exist yet in the process of teaching English to the 4th graders of SD Labschool FIP UMJ.

Teaching English as a foreign language to primary school students in East Asia

English Today ◽  
2018 ◽  
Vol 35 (3) ◽  
pp. 16-21
Author(s):  
Zhenhui Rao ◽  
Ping Yu
Keyword(s):  
Foreign Language ◽  
Policy Development ◽  
English Education ◽  
Conclusive Evidence ◽  
Asian Countries ◽  
Teaching English ◽  
Education Policies ◽  
School Students ◽  
Compulsory Subject

With the spread of economic globalization and the accelerating demand for English, governments in East Asian countries have been updating their English-in-education policies so as to enhance the quality of English education in the region (Hu & McKay, 2012). Of all these policies, the introduction of English as a compulsory subject at younger and younger ages is ‘possibly the world's biggest policy development in education’ (Johnstone, 2009: 33). It is widely believed that those who start learning English at an earlier age can utilize their ‘critical period’ to learn English more efficiently (Nunan, 2003; Y. Hu, 2007). However, the expansion of teaching English to young learners has not been unanimously supported and there is no conclusive evidence for the benefits of early exposure to a new language (Copland, Garton & Burns, 2014). Some researchers point out ‘the advantages of postponing formal teaching in specific contexts’ (Hyltenstam & Abrahamsson, 2001: 163).

scholarly journals Language Practitioners’ Reflections on Method-based and Post-method Pedagogies

2017 ◽  
Vol 10 (5) ◽  
pp. 234 ◽  
Author(s):  
Abdul Fattah Soomro ◽  
Mansoor S. Almalki
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
English Language ◽  
Small Scale ◽  
Teaching English ◽  
Strategic Framework ◽  
Learning And Teaching ◽  
The World

Method-based pedagogies are commonly applied in teaching English as a foreign language all over the world. However, in the last quarter of the 20th century, the concept of such pedagogies based on the application of a single best method in EFL started to be viewed with concerns by some scholars. In response to the growing concern against the concept of a method, some scholars started to offer alternatives to a method in different forms. Kumaravadivelu is one of the scholars who offers his post-method macro-strategic framework as an alternative to method-based pedagogies. This small-scale study explores English language practitioners’ experience and their views about applying method-based and post-method pedagogies. Semi-structured pre- and post-interviews were conducted from eight participants. The pre-interviews investigated the teacher-participants’ views about the method-based pedagogies in practice and the post-interviews aimed at knowing the prospects and concerns in the application of post-method pedagogies in their context. Although participants were skeptical of the concept of methods, they considered them useful in making contribution towards learning and teaching English. They found post-method pedagogies as more preferable option to method-based pedagogies in ELT on the ground; the post-method pedagogies, according to them, give broad directions while specific methods make teachers to work within narrow guidelines. However, they showed certain concerns in the application of such pedagogies in their context.

scholarly journals Global learning: Educational research in an emerging field

2020 ◽  
Vol 20 (1) ◽  
pp. 3-13
Author(s):  
Annette Scheunpflug
Keyword(s):  
Climate Change ◽  
Social Justice ◽  
Educational Research ◽  
Research Agenda ◽  
Empirical Studies ◽  
World Society ◽  
Social Solidarity ◽  
Global Learning ◽  
Wide Range

Global learning may be understood as an educational response to the development towards a world society. The development of world society is accompanied by a wide range of adaptation challenges, such as the development of global social justice, the overcoming of paternalism or the facilitation of social solidarity and dealing with migration in an era of climate change. This paper reflects the learning of the understanding of world society by empirical studies. The paper shows some challenges for the research agenda, especially concerning the Organisation for Economic Co-operation and Development’s framework of global competences and suggests a framework for further research.

scholarly journals “Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL

2019 ◽  
Vol 21 (2) ◽  
pp. 155-170 ◽  
Author(s):  
Yecid Ortega
Keyword(s):  
Social Justice ◽  
Foreign Language ◽  
Paradigm Shift ◽  
English Learning ◽  
Teaching English ◽  
Making Meaning ◽  
Learning Tasks ◽  
Approach To Teaching ◽  
Learning Language ◽  
Linguistic Backgrounds

This article uses a classroom experience to exemplify ways in which students as social beings learn English as a foreign language in Colombia and how the teacher uses trans[cultura]linguación. This is a process of making meaning during English-learning tasks while comparing specific linguistic variations as students learn about both their own culture and other people’s cultures. Borrowing from plurilingualism and translanguaging, I describe how a teacher attempts to use a social-justice approach to teaching English by valuing her students’ linguistic and cultural repertoires. I conclude by outlining the implications this has for proposing a paradigm shift from monolithic frameworks of learning language(s) to more dynamic ones in which students’ cultural and linguistic backgrounds are deployed as a platform for addressing issues that are relevant to their communities.

Antecedents of work readjustment of professional returnees: evidence from Vietnam

2019 ◽  
Vol 12 (1) ◽  
pp. 58-72
Author(s):  
Hung Trong Hoang ◽  
Nga Thi Thuy Ho
Keyword(s):  
Home Country ◽  
Empirical Studies ◽  
Subjective Norm ◽  
Asia Pacific ◽  
Asia Pacific Region ◽  
Developed Country ◽  
Content Type ◽  
The Relationship ◽  
Overseas Work ◽  
Practical Implications

Purpose The purpose of this paper is to investigate the factors influencing work readjustment of Vietnamese returnees who used to study and/or work in a developed country and are currently working in different positions in their home country. Design/methodology/approach Data for this study were collected through a survey of 433 returnees using both paper-based and online surveys. Multiple regression was used to test the relationships in the model. Findings The findings show that while the length of time spent overseas, work expectations and subjective norm significantly affect work readjustment, the influences of age, gender and length of time since return on work readjustment are not supported. Practical implications The findings provide useful insights for home country government and managers of returnees developing repatriation programs that help returnees deal with the issue of poor work readjustment. Originality/value Empirical studies on cross-cultural re-entry adjustment of both self-initiated repatriates and international students are scarcely investigated. Most prior studies focused on individual factors (such as gender, age, duration in overseas and since return), research on the effect of work expectation on work readjustment is still scant. Most prior studies focused on examining the relationship between work expectation and work readjustment of company repatriates, however, this relationship in the context of returnees, especially in the Asia-Pacific region, has not been investigated. Furthermore, this study is the first to examine the influence of subjective norm on work readjustment of returnees.

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