Exploring translanguaging practices in synchronous and asynchronous online-instructed first-year academic literacy interventions

Datos Bibliográficos

ID21757353
AutoresSimbayi Yafele (0000-0002-7036-7751, University of Johannesburg, autor de correspondencia)
Año2024
Volumen42
Númerosup1
Fecha de publicación2024-12-06
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSouthern African Linguistics and Applied Language Studies (JOURNAL)
Identificadores de la revistaISSN: 1607-3614 • E-ISSN: 1727-9461
EditorialNational Inquiry Services Center (NISC) (PUBLISHER)
DOI10.2989/16073614.2024.2341713
OpenAlexW4404775811
IdiomaEN
Citas recibidas2
Referencias citadas52

While studies in translanguaging pedagogy -intermixing languages fluidly for meaningmaking to learn and teach -have focused on understanding its efficacy and viability in promoting learning success in multilingual contexts worldwide, learning through online platforms is becoming increasingly popular.However, little information exists on creating translanguaging spaces for multilingual students in digitally mediated literacy learning in English-monolingual-oriented African university settings.The current study investigates how online resources can be harnessed for first-year translanguaging literacy pedagogy interventions using linguistically fluid, online methods to develop academic reading-for-writing in a university in South Africa, where multilingualism is a norm, but English dominates.The study investigated the productive use and efficacy of translanguaging practices online by adopting a mixed-methods approach with a test design to explore digital-based translingual literacy pedagogy.The quasi-experimental research draws on sociocultural, connectivism and translanguaging fluidity frameworks.Results show that translanguaging in digitalised literacy education, which involves the added flexibility of connectivism in online learning, is effective and improves academic literacy performance.Findings affirm that online translanguaging can enhance the understanding, summarising and paraphrasing of complex theoretical concepts from academic English texts, and is a valuable asset that can help students in online multilingual classrooms develop academic literacy

Asynchronous communication · Literacy · Mathematics education · Pedagogy · Psychological intervention · Sociology · Telecommunications · Translanguaging · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching