The Power of Translanguaging: Theoretical Insights and Empirical Evidence on Language Acquisition and Social-Emotional Learning
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| Udgivet i: | Australian Journal of Applied Linguistics vol. 8, no. 1 (2025) |
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Castledown Publishers
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| Online adgang: | Citation/Abstract Full text outside of ProQuest |
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| 003 | UK-CbPIL | ||
| 035 | |a 3227889802 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1472422 | ||
| 100 | 1 | |a Sangeetha, S | |
| 245 | 1 | |a The Power of Translanguaging: Theoretical Insights and Empirical Evidence on Language Acquisition and Social-Emotional Learning | |
| 260 | |b Castledown Publishers |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a Translanguaging, the dynamic use of multiple languages, offers a transformative approach to English Language Teaching (ELT) in multilingual classrooms. This study explores the impact of translanguaging on language acquisition and social-emotional learning (SEL) among multilingual learners. Seventy-five participants from rural colleges in Salem district, Tamil Nadu, were selected for the study. Using a quasi-experimental research design, participants engaged in translanguaging activities integrated with SEL principles. Data were collected through surveys comprising Likert-scale items and open-ended questions. The results demonstrated significant improvements in vocabulary acquisition, self-expression, and overall English proficiency. Additionally, translanguaging enhanced SEL competencies, including self-awareness, emotional management, cultural appreciation, and collaboration skills. Despite challenges such as limited teacher training and resistance from monolingual-dominant systems, the findings affirm translanguaging's potential to create inclusive and empowering learning environments. The study recommends further research to develop scalable strategies for implementing translanguaging in diverse educational settings. | |
| 651 | 4 | |a India | |
| 653 | |a Code Switching (Language) | ||
| 653 | |a Social Emotional Learning | ||
| 653 | |a Educational Principles | ||
| 653 | |a Native Language | ||
| 653 | |a Second Language Learning | ||
| 653 | |a Language Usage | ||
| 653 | |a Rural Colleges | ||
| 653 | |a Transformative Learning | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Second Language Instruction | ||
| 653 | |a Metacognition | ||
| 653 | |a Cultural Awareness | ||
| 653 | |a Barriers | ||
| 653 | |a Pedagogical Content Knowledge | ||
| 653 | |a Inclusion | ||
| 653 | |a Classroom Communication | ||
| 653 | |a Likert Scales | ||
| 653 | |a Foreign Countries | ||
| 653 | |a Females | ||
| 653 | |a Single Sex Colleges | ||
| 653 | |a Educational Benefits | ||
| 653 | |a Multilingualism | ||
| 700 | 1 | |a Sridhivya, D | |
| 773 | 0 | |t Australian Journal of Applied Linguistics |g vol. 8, no. 1 (2025) | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3227889802/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1472422 |