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All Journal Indonesian Journal of Applied Linguistics (IJAL) EDULITE: Journal of English Education, Literature and Culture LLT Journal: A Journal on Language and Language Teaching Tarbawi : Jurnal Ilmu Pendidikan Studies in English Language and Education
Juliana Othman, Juliana
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Studies in English Language and Education

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Foreign teachers translanguaging beliefs and practices in English-medium classrooms at a Chinese international school Wu, You; Othman, Juliana
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.39830

Abstract

The rise of English-medium instruction (EMI) can disadvantage students when it is limited to monolingual approaches. Translanguaging, which leverages students full linguistic repertoire, has emerged as a promising alternative. While research supports its benefits, the translanguaging practices of foreign teachers in EMI contexts remain under investigation. This case study explores foreign teachers translanguaging beliefs and practices in an international school across diverse subjects in mainland China. Focusing on a Pakistani embassy school in Beijing with a multinational student body, the study employs semi-structured interviews and classroom observations with teachers. Findings reveal mixed teacher attitudes towards translanguaging, mirroring existing research. While some embrace its potential, others demonstrate resistance, possibly due to dominant monolingual ideologies or the complex linguistic landscape. Uniquely, teachers prioritised spatial arrangements and communication strategies over students first languages (L1s) to support struggling learners. Observations and interviews suggest foreign teachers used L1s less frequently than bilingual teachers in prior studies. However, they fostered student-led translanguaging through group discussions and peer support, promoting comprehension and expression. Additionally, teachers employed various linguistic modalities during instruction yet faced inclusivity challenges due to the diverse student body. This study contributes to the under-researched area of translanguaging in EMI classrooms with foreign teachers. It highlights the varied perspectives on translanguaging and the importance of student-driven practices in such settings.
Social literacy practices of Afghan and Somali refugees in a transitional setting Othman, Juliana; Wei, Lim Jia
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30256

Abstract

The purpose of this paper is to explore the social literacy practices of Afghan and Somali refugees in a transitional context. Although refugees have been the subject of previous research in various domains, our understanding of their literacy practices in urban areas, particularly in Malaysia, is still limited. The lack of literacy research in this setting exposes a gap in the current literature aimed at better understanding refugee literacy practices in a transitional situation. Thus, this study examines urban refugee literacy experiences via the lens of literacy as a social practice. It was exploratory in nature and used a qualitative methodology. Face-to-face interviews with four refugees were conducted at two community centres to collect primary data. In addition, field notes based on community centre visits provided by the participants were used as a secondary data source in the study to understand the literacy experiences of the participants better. The findings indicated that participants enacted literacy practices in their transitional setting for three primary purposes: to increase their funds of knowledge, to enact personal agency, and for community building. These results challenge the stereotype that refugees are powerless and highlight avenues or ways in which refugee communities can be supported in a transitional context.
Co-Authors Alamsyah Harahap, Alamsyah arsyad, safnil Hamdan, Norhaiza Iis Sujarwati Jeong, Hyeseung Jeong Lim, Jia Wei Lo, Yueh Yea M. Zaim Richard Kiely, Richard Senom, Fatiha Shah, Shanina Sharatol Ahmad Thorén, Bosse Wei, Lim Jia Wu, You Yueh Yea, Lo