The Use of Elements of Translanguaging in Teaching Third or Additional Languages: Some Advantages and Limitations

Keywords: translanguaging, multilingual repertoires, language awareness

Abstract

The purpose of the paper is an analysis of the advantages and limitations of the use of translanguaging, or the mobilisation of students’ whole multilingual repertoires to facilitate understanding and learning (Lewis, Jones, Baker, 2012, p. 655), in the teaching of third or additional languages (De Angelis’s (2007) term) at the university level. The paper is based on two studies by the [name deleted to maintain the integrity of the review process], on the use of translanguaging in the teaching of Spanish [name deleted to maintain the integrity of the review process] and French [name deleted to maintain the integrity of the review process]. It analyses the use of translanguaging for the purposes of explanation and awareness-raising, taking into consideration the increased language learning experience and awareness of multilingual students (cf. Hufeisen, 2018), and its perception by the students. However, despite its advantages, it also has limitations related to students’ lack of experience with translanguaging and unwillingness to use their multilingual repertoires in learning particular languages.

Author Biography

Teresa Maria Wlosowicz, University of Social Sciences, Łódź

Teresa Maria Włosowicz (PhD) is primarily interested in multilingualism, the acquisition of multiple languages,
language learning and teaching and, more generally, in applied linguistics, including
translation studies. Her research focuses mainly on phenomena related to multilingualism and
foreign language learning, such as cross-linguistic interaction, learning strategies, language
awareness, etc., and on possibilities of promoting multilingualism.

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Published
2020-06-30
How to Cite
Wlosowicz, T. M. (2020). The Use of Elements of Translanguaging in Teaching Third or Additional Languages: Some Advantages and Limitations. Multidisciplinary Journal of School Education, 9(1(17), 135-169. https://doi.org/10.35765/mjse.2020.0917.08