ABSTRACT What are the challenges faced by a research team in implementing translanguaging pedagogy in a multilingual classroom? What implications does this research project have for researchers in other geographies and other languages? This paper answers these questions on the basis of 7 English reading classes and interviews of teachers and students recorded in August 2012 in School W, located in an area where most of the children come from Malay dominant homes. School W had consented to being a pilot school in order to improve vocabulary, grammar and comprehension in English by using the Mother Tongues of the children in the Learning Support Program. Specifically the paper focuses on the challenge of teaching a class where, though most children come from Malay speaking homes, some speak Chinese or Tamil at home. The main challenges for the research team were ‘superdiversity’ of language backgrounds in the classroom and negative attitudes towards Mother Tongue amongst the children. The paper ends with decisions made by the researchers based on this pilot project which have implications for teachers, policy makers and advocates of translanguaging pedagogy in diverse contexts.

中文翻译：

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为成绩不佳的学生实施翻译教学法的挑战和方向

摘要在多语言教室中实施翻译教学法时，研究团队面临哪些挑战？该研究项目对其他地区和其他语言的研究人员有何影响？本文基于2012年8月在W学校开设的7个英语阅读班和对老师和学生的访谈中回答了这些问题，该学校位于大多数孩子来自马来人主导家庭的地区。W学校同意成为试点学校，以通过在学习支持计划中使用儿童的母语来提高英语的词汇，语法和理解能力。具体而言，本文着重探讨了在课堂教学中面临的挑战，尽管大多数孩子来自马来语家庭，但有些孩子在家讲汉语或泰米尔语。研究团队面临的主要挑战是教室语言背景的“多样性”以及孩子们对母语的消极态度。本文最后以研究人员根据该试点项目做出的决定为基础，这些决定对教师，政策制定者和在各种情况下进行教学语言翻译的倡导者都有影响。