Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia
Bibliographic Data
| ID | 12083178 |
|---|---|
| Authors | Marianne Turner (0000-0002-2760-7641, Monash University, corresponding author), Ekaterina Tour (0000-0001-9974-5659, Monash University) |
| Year | 2024 |
| Volume | 153 |
| Pages | 104835-104835 |
| Publication date | 2024-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2024.104835 |
| OpenAlex | W4403967882 |
| Language | EN |
| Citations received | 8 |
| References cited | 25 |
More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn from teacher interviews, classroom activities and student work samples. Teachers’ awareness was demonstrated to different degrees across affective, social, cognitive, power and performance domains. A translanguaging multimodal approach assisted in developing the language awareness identified across the domains. • A translanguaging multimodal approach enabled teacher language awareness. • Teacher language awareness developed across social and affective domains. • Social and affective domains of teacher language awareness influenced the power domain. • Cognitive and performance domains of teacher language awareness were challenging
Linguistics · Mathematics education · Pedagogy · Sociology · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
Integrating translanguaging pedagogy in EFL higher education
Teachers’ views on students’ multilingual resources - tracking the impact of curriculum reform
Evolving classroom language use
On Northern, Southern, and entangled cosmopolitanism
Language policing and the discourse of English normativity
Teachers’ digital technology practices with English as an Additional Language students in Australian schools
Linguistically responsive assessment for learning in primary education
Fostering critical multilingual language awareness with teacher candidates in Türkiye through linguistic landscape projects
Conducting Educational Design Research
Translanguaging
Bringing plurilingual strategies into linguistically diverse classrooms
Home language literacy practices
Unfolding language awareness in a plurilingual context
Clarifying translanguaging and deconstructing named languages
Translanguaging and named languages
The Relationship Between Consciousness, Interaction and Language Learning
Reflecting on reflexive thematic analysis
Emergent Bilingual Students and Digital Multimodal Composition
Embracing linguistic and cultural diversity in multilingual EAL classrooms
Embedding a multilingual stance in secondary teacher education
Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Translanguaging in education
Digital multimodal composing in L2 classrooms
Reframing the Debate
Translanguaging and Literacies
Using thematic analysis in psychology
| Unique citing works | 8 |
|---|---|
| Citations per year | 8 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |