Co-constructing translanguaging space to facilitate participation in a novice CFL classroom

Abstract

Abstract In CSL/CFL classrooms, translanguaging has gained support for its ability to aid teachers in explanation and classroom management, and enrich students’ learning by bringing their experience and knowledge to the classroom. This study, employing Multimodal Conversation Analysis, investigates the co-construction of a translanguaging space in a novice CFL classroom and the coordination of diverse semiotic resources to enhance student participation. The analysis reveals a fluid and dynamic translanguaging space where students seamlessly integrate multilingual, embodied and material resources to participate actively while the teacher utilises various semiotic resources to foster understanding and facilitate their participation. The findings underscore the significance of establishing a translanguaging-friendly environment in CFL classrooms and also show the need for a nuanced understanding of translanguaging practices.