There has been a heated debate about which method of the two, monolingual or bilingual, is more effective in ESL classrooms. As societal demands are shifting upon learning foreign languages, new approaches to second language teaching are rejecting the monolingual norm and long-standing views about acquiring L2 are challenged. The article offers an overview of the literature on this issue and this overview serves as the basis for an updated framework that indicates necessary areas of change in conceptualization from monolingual to bilingual norm. It can help bring new light onto effective uses of linguistic resources in foreign language teaching, which may lead to the speeding up of the L2 acquiring process. The article also discusses the difference between code-switching and translanguaging and concludes that the two terms cannot be perceived as one and the same. The article suggests that teachers in English language classrooms should be taught ways to incorporate L1 in teaching L2 and offer intentional translanguaging pedagogies to their learners.
References
[1]
Arthur, J., & Martin, P. (2006). Accomplishing Lessons in Past Colonial Classrooms; Comparative Perspectives from Botswana and Brunei Darussalam. Comparative Education, 42, 177-202. https://doi.org/10.1080/03050060600628009
[2]
Ausubel, D. (1968). Educational Psychology: A Cognitive View. Rinehart & Winston.
[3]
Baker, C. (2001). An Introductory Reader to the Writings of Jim Cummins. Multilingual Matters.
[4]
Baker, C. (2011). Foundations of Bilingual Education and Bilingualism. Multilingual Matters.
[5]
Baker, C., & Wright, W. E. (2017). Foundations of Bilingual Education and Bilingualism (6th ed.). Multilingual Matters. https://doi.org/10.1007/978-3-319-02258-1_2
[6]
Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, Experience and School. National Academy Press.
[7]
Brooks-Lewis, K. (2009). Adult Learners Perceptions of the Incorporation of Their L1 in Foreign Language Teaching and Learning. Applied Linguistics, 30, 216-235.
https://doi.org/10.1093/applin/amn051
[8]
Burns, A. (2009). Action Research in Second Language Teacher Education. In A. Burns, & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 289-297). Cambridge University Press.
[9]
Burns, A., & Richards, J. (Eds.) (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge University Press.
[10]
Canagarajah, S. (2005). Reclaiming the Local in Language Policy and Practice. Lawrence Erlbaum. https://doi.org/10.4324/9781410611840
[11]
Canagarajah, S. (2012a). Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy. Applied Linguistics Review, 2, 1-28.
https://doi.org/10.1515/9783110239331.1
[12]
Canagarajah, S. (2012b). Translingual Practice: Global Englishes and Cosmopolitan Relations. Routledge. https://doi.org/10.4324/9780203073889
[13]
Carstens, A. (2016). Translanguaging as a Vehicle for L2 Acquisition and L1 Development: Students’ Perceptions. Language Matters, 47, 203-222.
https://doi.org/10.1080/10228195.2016.1153135
[14]
Cenoz, J., & Gorter, D. (2020). Teaching English through Pedagogical Translanguaging. World Englishes and Translanguaging, 39, 300-311.
https://doi.org/10.1111/weng.12462
[15]
Cenoz, J., & Gorter, D. (2022). Pedagogical Translanguaging and Its Application to Language Classes. The RELC Journal, 53, 342-354.
https://doi.org/10.1177/00336882221082751
[16]
Cook, G. (2010). Translanguaging in Language Teaching: An Argument for Reassessment. Oxford University Press.
[17]
Cook, V. (2001). Second Language Learning and Language Teaching (3rd ed.). Oxford University Press.
[18]
Cook, V. (2002). Portraits of the L2 User. Multilingual Matters.
https://doi.org/10.21832/9781853595851
[19]
Cummins, J. (1991). Interdependence of First- and Second-Language Proficiency in Bilingual Children. In E. Bialystok (Ed.), Language Processing in Bilingual Children (pp. 70-89). Cambridge University Press. https://doi.org/10.1017/CBO9780511620652.006
[20]
Cummins, J. (2005). A Proposal for Actions: Strategies for Recognizing Heritage Language Competence as a Learning Resource within the Mainstream Classroom, Modern Language Journal, 89, 585-592.
[21]
Cummins, J. (2007). Rethinking Monolingual Strategies in Multilingual Classrooms. Canadian Journal of Applied Linguistics, 10, 221-240.
[22]
Cummins, J. (2008). Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education. In N. H. Hornberger (Ed.), Encyclopedia of Language and Education (pp. 1528-1538). Springer.
[23]
Garcia, O. (2009a). Bilingual Education in the 21st Century: A Global Perspective. Wiley/Blackwell.
[24]
Garcia, O. (2009b). Encountering Indigenous Bilingualism. Journal of Language, Identity and Education, 8, 376-380. https://doi.org/10.1080/15348450903305155
[25]
Garcia, O., & Kleifgen, J. A. (2010). Educating Emergent Bilinguals: Policies, Programs and Practices for English Language Learners. Teachers College Press.
[26]
Garcia, O., & Wei, L. (2014). Translanguaging: Language, Bilinguialism and Education. Palgrave Pivot.
[27]
Garcia, O., & Wei, L. (2015). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765_4
[28]
Garcia, O., Flores, N., & Woodley, H. (2012). Transgressing Monolingualism and Bilingual Dualities: Translanguaging Pedagogies. In A. Yiakoumetti (Ed.), Harnessing Linguistic Variation to Improve Education (pp. 45-75). Peter Lang.
[29]
Genesee, F. (2002). Portrait of the Bilingual Child. Multilingual Matters.
https://doi.org/10.21832/9781853595851-009
[30]
Gonzalez, D. M. (2001). Translation in Foreign Language Learning Bridging the Gap. In The APAC-ELT Convention.
[31]
Gort, M. (2015). Transforming Literacy Learning and Teaching through Translanguaging and Other Typical Practices Associated with “Doing Being Bilingual”. International Multilingual Research Journal, 9, 1-6. https://doi.org/10.1080/19313152.2014.988030
[32]
Gort, M., & Sembiante, S. F. (2015). Navigating Hybridized Language Learning Spaces through Translanguaging pedagogy: Dual Language Preschool Teachers’ Languaging Practices in Support of Emergent Bilingual Children’s Performance of Academic Discourse. International Multilingual Research Journal, 9, 7-25.
https://doi.org/10.1080/19313152.2014.981775
[33]
Hall, G., & Cook, G. (2012). Own-Language Use in Language Teaching and Learning. Language Teaching, 45, 271-308. https://doi.org/10.1017/S0261444812000067
[34]
Harmer, J. (2013). The Practice of English Language Teaching. Pearson Education Limited.
[35]
Hedge, T. (2003). Teaching and Learning in the Language Classroom. Oxford University Press.
[36]
Heugh, K. (2015). Epistemologies in Multilingual Education, Translanguaging and Genre. Companions in Conversation with Policy and Practice. Language and Education, 29, 280-285. https://doi.org/10.1080/09500782.2014.994529
[37]
Holliday, A. (1994). Appropriate Methodology in Social Context. Cambridge University Press.
[38]
Hornberger, N. H. (1989). Continua of Biliteracy. Review of Educational Research, 59, 271-296. https://doi.org/10.3102/00346543059003271
[39]
Hornberger, N. H., & Link, H. (2012). Translanguaging and Transnational Literacies in Multilingual Classrooms: A Biliteracy Lens. International Journal of Bilingual Education and Bilingualism, 15, 261-278. https://doi.org/10.1080/13670050.2012.658016
[40]
Jarvis, S., & Paavlenko, A. (2008). Crosslinguistic Influence in Language and Cognition. Routledge. https://doi.org/10.4324/9780203935927
[41]
Jessner, U. (2006). Linguistic Awareness in Multilinguals: English as a Third Language. Edinburgh University Press. https://doi.org/10.1515/9780748626540
[42]
Jimenez, R. T., David, S., Fagan, K., Risko, V. J., Pacheco, M., Pray, L., & Gonzales, M. (2015). Using Translation to Derive Conceptual Development for Students Becoming Literate in English as an Additional Language. Research in the Teaching of English, 49, 248-271.
[43]
Joseph, M., & Ramani, E. (2012). “Glocalization”: Going beyond the Dichotomy of Global versus Local through Additive Multilingualism. International Multilingual Research Journal, 6, 22-34. https://doi.org/10.1080/19313152.2012.639246
[44]
Kallkvist, M. (2004). The Effect of Translation Exercises versus Gap-Exercises on the Learning of Difficult L2 Structures: Preliminary Results of an Empirical Study. In K. Malmkjar (Ed.), Translation in Undergraduate Degree Programmes (pp. 173-184). Benjamins. https://doi.org/10.1075/btl.59.12kal
[45]
Kallkvist, M. (2008). L1-L2 Translation versus No Translation: A Longitudinal Study of Focus-on-Forms within a Meaning-Focused Curriculum. In L. Ortega, & H. Byrnes (Eds.), The Longitudinal Study of Advanced L2 Capacities (pp. 182-202). Routledge.
[46]
Ladmiral, J. (1994). Traduire: Theoremes de la Traduction. Gallimard.
[47]
Laufer, B., & Girsai, N. (2008). Form-Focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation. Applied Linguistics, 29, 694-716. https://doi.org/10.1093/applin/amn018
[48]
Lewis, G., Jones, B., & Baker, C. (2012a). Translanguaging: Origins and Development from School to Street and Beyond. Educational Research and Evaluation, 18, 641-654.
https://doi.org/10.1080/13803611.2012.718488
[49]
Lewis, G., Jones, B., & Baker, C. (2012b). Translanguaging: Developing Its Conceptualisation and Contextualisation. Educational Research and Evaluation, 18, 655-670.
https://doi.org/10.1080/13803611.2012.718490
[50]
Lin, A. M. Y. (1997). Translanguaging as Dynamic Activity Flows in CLIL Classrooms. Journal of Language, Identity& Education, 16, 228-244.
https://doi.org/10.1080/15348458.2017.1328283
[51]
Lin, A., & Martin, P. (Eds.) (2005). Decolonization, Globalization: Language-in-Education Policy and Practice. Multilingual Matters.
[52]
Lucas, T., & Katz, A. (1994). Reframing the Debate: The Roles of Native Languages in English-Only Programs for Language Minority Students. TESOL Quarterly, 28, 537-562.
https://doi.org/10.2307/3587307
[53]
Martin-Beltran, M. (2014). “What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities. International Multilingual Research Journal, 8, 208-230. https://doi.org/10.1080/19313152.2014.914372
[54]
Martinez, R. A. (2013). Reading the World in Spanglish: Hybrid Language Practices and Ideological Contestation in a Sixth-Grade English Language Arts Classroom. Linguistics and Education, 24, 276-288. https://doi.org/10.1016/j.linged.2013.03.007
[55]
Martin-Jones, M., & Heller, M. (1996). Voices of Authority: Education and Linguistic Difference. Praeger.
[56]
Martin-Jones, M., & Jones, K. (2000). Multilingual Literacies. Reading and Writing in Different Worlds. John Benjamins Publishing Company.
https://doi.org/10.1075/swll.10
[57]
Mazak, C. M. (2017). Introduction: Theorizing Translanguaging Practices in Higher Education. In C. M. Mazak, & K. S. Carroll (Eds.), Translanguaging in Higher Education: Beyond Monolingual Ideologies (pp. 1-10). Multilingual Matters.
https://doi.org/10.21832/9781783096657-003
[58]
Moll, L., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory into Practice, 31, 132-141.
https://doi.org/10.1080/00405849209543534
[59]
Newmark, P. (1988). A Textbook of Translation. Prentice Hall.
[60]
O’Muireartaigh, R. (2009). Terminology as an Aid to Enhancing Reading Skills. In A. Witte, Th. Harden, & A. Ramos de Oliveira Harden (Eds.), Translation in Second Language Learning and Teaching (pp. 215-226). Peter Lang.
[61]
Otheguy, R., Garcia, O., & Reid, W. (2015). Clarifying Translanguaging and Deconstruction Named Languages: A Perspective from Linguistics. Applied Linguistics Review, 6, 281-307. https://doi.org/10.1515/applirev-2015-0014
[62]
Otheguy, R., Garcia, O., & Reid, W. (2019). A Translanguaging View of the Linguistic System of Bilinguals. Applied Linguistics Review, 19, 625-652.
https://doi.org/10.1515/applirev-2018-0020
[63]
Phillipson, R. (1992). Linguistic Imperialism. Oxford University Press.
[64]
Reyes, I. (2012). Biliteracy among Children and Youths. Reading Research Quarterly, 47, 307-327. https://doi.org/10.1002/rrq.022
[65]
Richards, J. (1971). Error Analysis and Second Language Strategies. English Language Teaching, 25, 115-135.
[66]
Sayer, P. (2013). Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning through the Vernacular. TESOL Quarterly, 47, 63-88.
https://doi.org/10.1002/tesq.53
[67]
Scrivener, J. (2002). Learning Teaching. Macmillan Education.
[68]
Sternberg, R. J. (1999). Introduction to Educational Psychology. Cambridge University Press.
[69]
Swan, M. (2007). Why Is It All Such a Muddle and What Is the Poor Teacher to Do. In M. Pawlak (Ed.), Exploring Focus on Form in Language Teaching (pp. 285-289). Special Issue of Studies of Pedagogy and Fine Art, Faculty of Pedagogy and Fine Arts.
[70]
Vermes, A. (2010). Translation in Foreign Language Teaching: A Brief Overview of Pros and Cons. Eger Journal of English Studies, 10, 83-93.
[71]
Wei, L. (1997). Banana Split? Variations in Language Choice and Code-Switching Patterns of Two Groups of British-Born Chinese in Tyneside. Trends in Linguistic Studies and Monographs, 106, 153-176.
[72]
Wei, L. (2018). Translanguaging as a Practical Theory of Language. Applied Linguistics, 39, 9-30. https://doi.org/10.1093/applin/amx039
[73]
Weydt, H. (2009). Reading Books with Translations: Getting over the Reading Barrier. In A. Witte, Th. Harden, & A. Ramos de Oliveira Harden (Eds.), Translation in Second Language Learning and Teaching (pp. 291-308). Peter Long.
[74]
Whyatt, B. (2009). Translating as a Way of Improving Language Control in the Mind of an L2 Learner. Assets, Requirements and Challenges of Translation Tasks. In A. Witte, Th. Harden, & A. Ramos de Oliveira Harden (Eds.), Translation in Second Language Learning and Teaching (pp. 181-202). Peter Lang.
[75]
Widdowson, H. G. (2003). Defining Issues in English Language Teaching. Oxford University Press.
[76]
Williams, C. (1994). An Evaluation of Teaching and Learning Methods in the Context of Secondary Education. Doctoral Dissertation, University of Wales.
[77]
Williams, S., & Hammarberg, B. (1998). Language Switches in L3 Production: Implications for a Poliglot Speaking Model. Applied Linguistics, 19, 295-333.
https://doi.org/10.1093/applin/19.3.295
[78]
Witte, A., Harden, Th., & Harden, A. R. (2009). Translation in Second Language Learning and Teaching. Peter Lang. https://doi.org/10.3726/978-3-0353-0252-3
