Enhancing second language motivation and facilitating vocabulary acquisition in an EFL classroom through translanguaging practices
Dados Bibliográficos
| ID | 21196704 |
|---|---|
| Autores | Xince Wang (0009-0007-0055-5208, Nanjing Forestry University, autor correspondente), Chunlai Xia (Jurong Senior High School of Jiangsu Province , No. 29, Wenchang East Road , Jurong City , Jiangsu Province , 212400 , P. R. China), Qiujie Zhao (Jurong Senior High School of Jiangsu Province , No. 29, Wenchang East Road , Jurong City , Jiangsu Province , 212400 , P. R. China), Liping Chen (0000-0003-3454-7429, Nanjing Normal University) |
| Ano | 2025 |
| Volume | 16 |
| Fascículo | 5 |
| Páginas | 2183-2216 |
| Data de publicação | 2025-09-25 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Applied Linguistics Review (JOURNAL) |
| Identificadores do periódico | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Editora | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2024-0292 |
| OpenAlex | W4407665897 |
| Idioma | EN |
| Citações recebidas | 9 |
| Referências citadas | 69 |
With the growing prominence of bilingual and multilingual education, translanguaging has garnered increasing attention. This approach not only challenges traditional English-as-a-Foreign-Language (EFL) research, which has historically focused on specific learning outcomes, but also shifts the emphasis to the dynamic processes involved in Second Language (L2) teaching and learning. By integrating multilingual and multimodal resources, translanguaging enhances students’ L2 motivation and vocabulary acquisition in the EFL classroom. This study adopts translanguaging as both a pedagogical tool and an analytical lens, offering insights into how the teacher uses translanguaging in designing the course and conducting vocabulary instruction. New characteristics of teachers’ translanguaging practices in vocabulary instruction are identified from the dynamic process of teacher-student meaning-making through translanguaging practices. Participants from focus group report the shift of L2 Motivational Self System from Ought-to L2 Self to Ideal L2 Self and L2 Learning Experience, the enhancement of L2 motivation, and cognitive, interactive, and motivational benefits from translanguaging practices. Overall, this research contributes to the growing body of literature on translanguaging, highlighting its role in creating a more inclusive and effective L2 learning environment in EFL settings. It also offers practical recommendations for educators to enhance students’ motivation, engagement, and success in vocabulary learning through the use of translanguaging
Applied linguistics · Linguistics · Pedagogy · Second-language acquisition · Translanguaging · Vocabulary · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
Language teachers’ pedagogical translanguaging practices
Multilingual pedagogies in high schools
Block‐Based Coding in Science Education
Teachers’ practices and perceptions of translanguaging in a trilingual minority context
Exploring translanguaging in tertiary L3 French classrooms in China
Pedagogical translanguaging in secondary EFL
Unravelling the interplay of grit, learned helplessness, and vocabulary proficiency in ELT students
Unveiling the relationship between perceived attitudes toward translanguaging and translanguaging experience among Chinese as a second language learners
Exploring cross-linguistic fluidity of multilingual motivation self systems
Motivational Currents in Language Learning
Rethinking L2 Motivation Research
Classroom Talks
Learning Experiences, Selves and Motivated Learning Behaviour
The L2 motivational self system
Language, Bilingualism and Education
The L2 Motivational Self System and L2 Achievement
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
The L2 Motivational Self System
A Vygotskian sociocultural perspective on immersion education
Developmental issues in second language conversation
Glossary of transcript symbols with an introduction
Translanguaging in the Bilingual Classroom
Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation
Empowering Students Through the Construction of a Translanguaging Space in an English as a First Language Classroom
The construction of translanguaging space through digital multimodal composing
Transpositioning in English medium instruction classroom discourse
The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials
Documenting students’ conceptual understanding of second language vocabulary knowledge
Translanguaging pedagogies in developing morphological awareness
Shaping student responses into academic expressions
Translanguaging in digital learning
“I think I am bilingual, but…”
Do Communicative Activities Play a Role in Motivating English-Second-Language (ESL) Tertiary Students to Learn English? A Case of Three Selected Universities in Lesotho
Translanguaging challenges in multilingual classrooms
Multiple Temporalities of Language and Body in Interaction
The L2 motivational self‐system
Methodological Issues in Conversation Analysis1
An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners
Writing skills in Call
Pedagogical translanguaging
Bringing the outside in
Language learning motivation in China
Enriching the academic wordlist and Secondary Vocabulary Lists with lexicogrammar
What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology
Transcending the boundaries of mode in online language teaching
Mitigating ethnic minority students’ Foreign language anxiety through Co-learning in Chinese as an additional language classrooms
Translanguaging as a way to fostering EFL learners’ criticality in a hybrid course design
Mobilising multilingual and multimodal resources for facilitating knowledge construction
Pedagogical translanguaging in a trilingual context
Using thematic analysis in psychology
Translanguaging as a Practical Theory of Language
Going beyond the Native Speaker in Language Teaching
Using all English is not always meaningful
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings
Motivation and Vision
Moment Analysis and translanguaging space
| Citações por ano | 9 |
|---|---|
| Intervalo de citações | 2025 - 2026 (2) |
| Altamente citado | Não |