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|Title:||Translanguaging: Attitudes and Practices of Language Teachers in Greece|
|Keywords:||translanguaging;attitudes;practices;language teaching;bilingualism;multilingualism;διαγλωσσικότητα;στάσεις;πρακτικές;διδασκαλία γλωσσών;διγλωσσία;πολυγλωσσία|
|Abstract:||Translanguaging refers to the communicative practices that go between and beyond defined linguistic systems. Through the translanguaging lens, language learners are emergent bilinguals and possess a unitary mental grammar, instead of two separate ones. Language teachers and students can take advantage of their whole linguistic repertoire and utilize translanguaging practices, so that one language can reinforce the other. The aim of this research is to explore the attitudes of language teachers in Greece towards translanguaging, and their relevant practices in the classroom. The method used was quantitative, and the data was collected through an online questionnaire, compiled by the researcher based on other questionnaires used in similar research. It was distributed to language teachers who work in Greece via email and Facebook groups. The individuals who responded amounted to 154. The data indicated that teachers hold a relatively positive attitude towards translanguaging (M = 3.63). The respondents use translanguaging practices themselves more often (M = 2.25) than they encourage students to (M = 2.06), although when asked about L1 use in the classroom they reported students using it more (M = 3.55) than teachers (M = 3.27). The most frequent practices reported by the teachers were helping weaker students participate, explaining grammar and translating vocabulary, and the practices they mostly encourage students to access their L1 for were enabling participation of lower proficiency students, communicating with the teacher after class, and explaining issues unrelated to the lesson. The correlation between attitudes and practices was relatively small (r = 0.26), but still on the positive side. The research highlights the beneficial implications translanguaging has on language education as well as education in general, and points out the need to inform and train teachers on the subject to make the most of these benefits.|
|Appears in Collections:||LRM Διπλωματικές Εργασίες|
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|501221_Veronica_Spyridonos.pdf||Διπλωματική εργασία||3.5 MB||Adobe PDF||View/Open|
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