Effectiveness of Translanguaging as a Pedagogical Model in Foreign Language Teaching and Learning

DOI

10.2991/978-2-38476-382-5_8How to use a DOI?

Keywords

Translanguaging; foreign language learning; teaching; pedagogy; critical paradigm

Abstract

Translanguaging can empower students and facilitate better foreign language education in classroom environments. This research explores the connection between translanguaging theory or approach and foreign language education from multiple angles The theoretical framework, the critical research paradigm, focuses on inclusivity and social justice with which students from marginalized communities can enjoy effective language education. Such focus also may improve identity construction and cultural validity. Literature review also asserts that the monolingual policy presents a challenge in this dynamically diverse world to provide all students with an equal opportunity for language education. Additionally, teachers’ practices and their roles have a profound impact on students’ linguistic understanding and identity exploration. Nonetheless, there might be several challenges and gaps that need to be addressed properly to capitalize on the benefits of the translanguaging approach. Accordingly, this research paper provides an in-depth understanding of the role translanguaging plays in foreign language teaching and learning from diverse angles such as teaching and policy making. It also paves the path for understanding the strengths and gaps so that policymaking can be improved to yield better language learning results.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ge Shuai
PY  - 2025
DA  - 2025/03/28
TI  - Effectiveness of Translanguaging as a Pedagogical Model in Foreign Language Teaching and Learning
BT  - Proceedings of the 2024 International Conference on Social Sciences and Educational Development (ICOSSED 2024)
PB  - Atlantis Press
SP  - 63
EP  - 72
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-382-5_8
DO  - 10.2991/978-2-38476-382-5_8
ID  - Shuai2025
ER  -