Abstract
This systematic review investigates the relationship between English-medium instruction (EMI) teachers' translanguaging beliefs and their classroom practices. Translanguaging, the dynamic utilisation of multiple languages by multilingual learners, holds significant promise for EMI settings. However, a critical gap exists in understanding how teachers' beliefs translate into classroom action. A comprehensive search across education databases identified ten relevant studies published between 2015 and 2023. Thematic analysis revealed three key themes: teacher beliefs, classroom practices, and mediating factors. The review underscores the considerable variation in teachers' translanguaging stances, the diverse practices employed in their classrooms, and the multifaceted contextual factors influencing the translation of beliefs into practice, even within prescribed institutional language policies. These findings highlight the need for further research on translanguaging in primary and secondary education, where current scholarship is limited. Additionally, the review emphasises the importance of targeted professional development that confronts entrenched monolingual ideologies and unlocks the full potential of translanguaging in EMI contexts.
Author Information
You Wu, University of Malaya, Malaysia
Juliana Othman, University of Malaya, Malaysia
Paper Information
Conference: ECE2024
Stream: Teaching Experiences
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Wu Y., & Othman J. (2024) A Systematic Review of Teachers’ Beliefs and Practices of Overt Translanguaging in English-Medium-Instruction Classrooms ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 203-216) https://doi.org/10.22492/issn.2188-1162.2024.15
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.15
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