Primary Advisor/Dissertation Chair
Patty Born Selly
Secondary Advisor/Reader One
This thesis, seeks to answer the research questions: what are the instructor-perceived benefits of translanguaging in the adult second language acquisition classroom for students who have not had any prior English language experience when learning English as a second language? Additionally, is there an instructor-perceived increase in output and comprehension with adult learners when translanguaging is actively used, and how is it being used? Topics explored during the literature review process included translanguaging, perceived benefits and challenges of translanguaging in the classroom, age-related factors for language acquisition, and non-age-related factors regarding language learning. Six English language instructors of adult non-degree-seeking students participated in the data collection process. A qualitative research method was used to collect and analyze the data. The qualitative research tools that were employed for the data collection were surveys and interviews. Data revealed that while all participants had a varying level of understanding of translanguaging they were all in favor of its use in the classroom environment. Interviews provided additional insights into the perceived benefits and challenges that the participants have encountered and how translanguaging is encouraged and used in their classrooms. The final analysis suggests that translanguaging is an effective tool for use with adult non-degree-seeking learners. Study limitations, implications, and recommendations for future studies are also addressed.
Interview, Survey (attitude scale, opinion, questionnaire)
Adult Education, ESL/ ELLs, Multicultural Education, Teachers/ Teaching
Jonas, Paul, "Translanguaging: The Instructor-Perceived Benefits of Use in the Adult English Language Learner Classroom" (2023). School of Education and Leadership Student Capstone Theses and Dissertations. 4586.
School of Education Student Capstone Theses and Dissertations