Authors:
Soniya Antony, Alagappa University, India
R. Ramnath, Alagappa University, India
Adil Ellikkal, Alagappa University, India
Email: soniyaantoy4@gmail.com
https://doi.org/10.22492/ije.12.1.08
Citation: Antony, S., Ramnath, R., & Ellikkal, A. (2024). Examining Students’ Perspectives on Pedagogical Translanguaging in the Multilingual Classroom Context. IAFOR Journal of Education, 12(1). https://doi.org/10.22492/ije.12.1.08
Abstract
This research study provides a basic understanding of pedagogical translanguaging and its importance in a multilingual classroom environment from the perspective of foreign language class students. The qualitative study, employing interpretive phenomenological analysis, investigated students’ viewpoints on pedagogical translanguaging in a multilingual classroom setting, specifically within Pondicherry Central University’s French certificate program in India. Through semi-structured interviews, 8 main themes and 35 subthemes were identified. Comparing these findings with the functions of translanguaging, similarities and differences in translanguaging application in language learning contexts emerged. Additionally, the study aimed to enhance instructional strategies tailored to meet the linguistic needs of diverse learners in multilingual classrooms.
Keywords
translanguaging, pedagogical translanguaging, multilingual context, functions of translanguaging