Abstract

This study explored multilingual students’ attitudes towards translanguaging after the practice was introduced in group activities aimed at improving their English language skills and classroom engagement. A cohort of students taking a pre-sessional English course at a college of technology in Rwanda were initiated into translanguaging. They were then observed while translanguaging in group activities and interviewed later in focus groups to understand their acceptance of translanguaging as a resource for English language learning. Findings show that students engaged in translanguaging and acknowledged its benefits in their group activities. They nevertheless expressed reservations about embracing translanguaging as a formal pedagogy in their L2 classes. They were willing to opt for English-only classes regardless of their level of English language abilities. Students’ mixed feelings about translanguaging appeared to come from a perception of the English language as more relevant professionally and internationally than other local languages that constituted their multilingualism.

中文翻译：

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通过翻译来提高EFL学生的参与度

摘要

这项研究探讨了多语种学生在旨在提高他们的英语技能和课堂参与度的小组活动中引入翻译后的态度。一群学生在卢旺达的一所技术学院接受了学前英语课程，因此开始了他们的语言转换。然后在小组活动中进行翻译时观察他们，随后在焦点小组中进行采访，以了解他们接受翻译作为英语学习资源的接受程度。调查结果表明，学生从事翻译并在小组活动中认识到翻译的好处。但是，他们对在他们的L2班级中接受翻译作为一种正式的教学方法表示保留。无论他们的英语水平如何，他们都愿意选择仅英语的课程。学生对英语翻译的混杂感似乎来自对英语的理解，因为他们认为英语比构成他们的多种语言的其他本地语言在专业和国际上更具相关性。