Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/63766
Title: Translanguaging as a Transformative Act in a Reading Classroom: Perspectives from a Bangladeshi Private University
Contributor(s): Rafi, Abu Saleh Mohammad (author); Morgan, Anne-Marie  (author)orcid 
Publication Date: 2024-07
DOI: 10.1080/15348458.2021.2004894
Handle Link: https://hdl.handle.net/1959.11/63766
Abstract: 

This study investigated the role of translanguaging pedagogy in reading comprehension of first-year students studying in an English medium classroom of a Bangladeshi private university. Data were collected through classroom observations, pedagogical intervention, focus group discussion with students and a semi-structured interview with the class teacher. The notions of "translanguaging space" and "critical instances" were used to analyse the data. The results show that the translanguaging space provided scope in each step of the intervention to maximise the use of the linguistic and semiotic resources of students, putting them at ease, and enhancing epistemic access to and comprehension of complicated English texts. The pur-poseful design of the lecture, including scaffolding with multilingual words and expressions, and guided reading with Bangla text and topics pertaining to students' lives, engaged them deeply with the content, while also trans-forming knowledge and subjectivities about the given topic.

Publication Type: Journal Article
Source of Publication: Journal of Language, Identity, and Education, 23(4), p. 543-558
Publisher: Routledge
Place of Publication: United State of America
ISSN: 1532-7701
1534-8458
Fields of Research (FoR) 2020: 3901 Curriculum and pedagogy
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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