Translanguaging and “English Only” at Universities

Abstract

AbstractTranslanguaging literature has broadly discussed translanguaging as fostering expressive and creative interactions within classroom contexts. Often overlooked, however, are the responses of students who are encouraged to translanguage in spaces they previously deemed to be reserved for the dominant language only. Using Linguistic Ethno‐graphy, we investigate the interactions of eight Chinese university students in two classroom settings at an Australian university. We examine how explicit or implicit English only norms at this university, combined with students' beliefs about English use, affect translanguaging practices and how English as an additional language (LX) users incorporate various resources, including spatial repertoires, peer support, and silence, to varying degrees of success within two different classrooms. The pedagogical implications of this examination point toward academics needing to embrace and legitimize translanguaging practices, not only at classroom level, but at course, university and policy level. Teachers in pre‐tertiary English language courses also need to incorporate such practices into their classrooms if EAL/D students are to be convinced of the legitimacy of translanguaging in the university classroom.