ABSTRACT

This study explored the role of translanguaging pedagogies in navigating bilingual students’ tensions and struggles in an academic writing class of an English medium private university in Bangladesh. Data were collected through classroom observation, a pedagogical intervention, a focus group discussion with six students and a semi-structured interview with the class teacher. The analysis of observation data revealed that the gate-keeping encounters precipitated by the English-only policy affected student engagement and class participation. In contrast, the intervention designed through several translanguaging strategies enhanced students’ metalinguistic, metacognitive and sociolinguistic awareness, developed multicompetence, and facilitated full participation rate in an academic writing task. Irrespective of these benefits, participants expressed mixed reactions toward accepting translanguaging as a regular practice and a policy in writing instruction that might challenge language separation traditions in academic writing, English-only biases, and expressed views about the potential for cross-contamination of Bangla language and linguistic nationalism in Bangladesh.

摘要

本研究探讨了在孟加拉国一所以英语授课的私立大学的学术写作课上，跨语言教学法在缓解双语学生的紧张和挣扎方面的作用。通过课堂观察、教学干预、六名学生的焦点小组讨论以及对班主任的半结构化访谈来收集数据。对观察数据的分析显示，纯英语政策引发的把关遭遇影响了学生的参与度和课堂参与度。相比之下，通过多种跨语言策略设计的干预措施增强了学生的元语言、元认知和社会语言意识，发展了多元能力，并促进了学术写作任务的充分参与率。抛开这些好处不说，