Developing a Translanguaging Reading Model for Indian ESL Learners

Abstract

Studies have proven that multilingual children's second language learning and reading comprehension skills are influenced by the complex linguistic repertoire they possess. But when multilingual learners from low SES and migrant families acquire reading through a medium of instruction (MoI) that is not their L1, they face challenges in general language comprehension and literacy development as their L1 knowledge remains untapped as elaborated upon in the previous chapter. Therefore, this chapter proposes a task-based translanguaging model within the socio-cognitive framework for scaffolding reading in low resource Indian classrooms. The scaffold is provided through a series of incrementally complex tasks to build learners' lexical coverage, inferencing skills, and whole-text comprehension through translanguaging pedagogy at pre-, while-, and post-reading stages. The model activates learners' prior knowledge through L1-L2 lexical equivalents, develops inference generation abilities through peer interaction, and aids whole-text comprehension through bilingual sequential summary.