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Translanguaging has been suggested as a pedagogical practice for bilingual students in which they use two languages alternately in the classroom (Williams, 1996) and it contributes to students' language learning with the use of two languages to make meaning (Baker, 2011). The main goal of this study is to investigate preparatory class students' attitudes towards translanguaging and their translanguaging practices. To do this, a mixed-method research design was selected and applied to 28 preparatory class B1 level students chosen through the nonrandom sampling method. The quantitative data were collected from students through a questionnaire asking about students’ attitudes towards English-only policy, students’ translanguaging attitudes, and practices. Besides, to collect the qualitative data, online reading classes were observed for eight weeks. Moreover, focus group interviews with 4 lower and 4 higher achieving students were conducted in order to get a deeper understanding of students’ perceptions of translanguaging. The findings gathered from the questionnaire revealed that preparatory class students have positive attitudes towards translanguaging. In addition, the qualitative findings obtained from online reading class observation indicated that students most frequently use translanguaging practices to express their initial evaluations of the text, mention their comprehension, paraphrase, ask for help, show their critical thinking skills, discuss a topic about the related text, put forward their predictions about the content. Furthermore, the findings of focus group interviews showed that both low and high achievers have negative perceptions of translanguaging. To encourage students in the use of translanguaging in a foreign language learning class, students' positive attitudes should be supported, their negative perceptions should not be underestimated and negative perceptions of translanguaging should be tried to be changed into positive ones so that students can benefit from translanguaging.

ltrq.2022.31.11.pdf

Review Article

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Exploring Student-directed Translanguaging in the English-centric Classroom

Guest-editors: 
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey 


Special Issue: Rethinking Individual Differences in SLA: A Special Issue in Honour of Richard Sparks

Most social scientists view values as deeply rooted, abstract motivations that guide, justify or explain attitudes, norms, opinions and actions. Values are basic orientations presumed to underlie and influence individual variation on many of the constructs that researchers from different disciplines wish to study. Since 1950s the main features of the conception of basic values implicit in the related literature are: 1. Values are beliefs, cognitive structures that are closely linked to affect. 2. Values refer to desirable goals. For example, social equality, fairness and helpfulness are all values. 3. Values transcend specific actions and situations. Obedience and honesty, for example, are values that may be relevant at work or in school, in sports, business and politics, with family, friends or strangers. 4. Values serve as standards or criteria. 5. Values are ordered by importance relative to one another.&nbsp; Cultures and individuals can be characterized by their systems of value priorities. Among all the scales, The Schwartz Value Survey (SVS) (1992) is currently the most widely used by social and cross-cultural psychologists for studying the individual differences in values. Schwartz derived ten, motivationally distinct, broad and basic values from three universal requirements of the human condition: needs of individuals as biological organisms, requisites of coordinated social interaction, and survival and welfare needs of groups. The ten basic values are intended to include all the core values recognized in cultures around the world (power, achievement, hedonism, stimulation, self-direction, universalism, benevolence, tradition, conformity, security). To primarily showcase whether there is a correlation between the success levels of the language learners and their motivational type of values, and secondly to explore whether this is culture specific or not, 56 language learners participated&nbsp; in the study and The Schwartz Values&nbsp; Questionnaire&nbsp; was&nbsp; administered.&nbsp; The study is expected to yield insight into the pursuit of the correlation between the proficiency levels of the language learners and their motivational types of values.

A Crosscultural Study on the Correlation Between Achievement Levels and Motivational Types of Values of Language Learners

Original Research 

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