Translanguaging as a Pedagogy for Equity, Inclusion, and Social Justice in a Multilingual Classroom

Abstract

The present study reports on an investigation into the benefits of a translanguaging pedagogy in an ELICOS class as a pedagogical approach to integrate students' complex socio-cultural, multilingual practices and experiences into a classroom learning community. This was explored through semi-structured interviews with five ELICOS students and their teacher over the course of four weeks. Interview questions addressed three specific areas of teaching and learning: (1) teacher perceptions of the pedagogical effectiveness of the translanguaging pedagogy, (2) students' views of the implementation of the translanguaging pedagogy and its benefits for their language development, and (3) students' perceived changes to their self-image as language learners throughout the pedagogical implementation. Findings revealed that the integration of a translanguaging pedagogy created more inclusive and equitable opportunities for students to draw on their hybrid and fluid multilingual experiences and resources to participate more actively in communicative interactions.