Dr. Jennifer Carlson and Dr. Kelly Killorn
This Capstone seeks to ask how can teachers embed a translanguaging pedagogy into an EFL (English as a Foreign Language) setting? It was born out of the author’s realization that the majority of the literature surrounding the topic of translanguaging practices took place in English as a Second Language (ESL) settings in Western countries. To adequately adopt the translanguaging framework into the classroom, one must understand not only translanguaging pedagogy but translanguaging theory as well. Translanguaging theory is the view that people, particularly bi/multilinguals have one complete linguistic system, which they draw from strategically in order to communicate. In covering both linguistic and pedagogical theory of translanguaging, this Capstone also heavily addresses other key influences on the practice in EFL settings; the monoglossic ideology, English’s role in linguistic imperialism, English’s promise of access to wealth, prestige, and participation in the global workforce; and circles of English and World Englishes. Translanguaging in EFL settings, when fully implemented, recognizes and honors the home language, discusses English’s role in the world, and provides choice in the English variety taught. This Capstone project was designed to teach educators in countries where English is not the home or majority language the translanguaging framework and several translanguaging practices. The goal is to begin the process of shifting beliefs and practices surrounding language from one of a monoglossic stance to one a translanguaging stance, while simultaneously honoring local language and cultural practices.
ESL/ ELLs, International Teaching, Multicultural Education
Johnson, Erica, "Translanguaging in EFL Settings" (2022). School of Education and Leadership Student Capstone Projects. 770.
School of Education Student Capstone Projects