Research gaps in the use of translanguaging in the English for Specific Purposes
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These studies suggest that translanguaging in English for Specific Purposes enhances writing quality, comprehension, and pedagogical practices, but faces challenges due to socio-political language status and varying student attitudes.
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Research Gaps in the Use of Translanguaging in English for Specific Purposes (ESP)
Introduction to Translanguaging in ESP
Translanguaging, the practice of using multiple languages in the learning process, has gained traction in various educational contexts, including English for Specific Purposes (ESP). This approach leverages learners' full linguistic repertoires to enhance comprehension and expression. Despite its potential, there are notable research gaps in its application within ESP contexts.
Benefits of Translanguaging in ESP
Enhancing Writing Skills
Research indicates that translanguaging can significantly improve writing quality in ESP courses. For instance, a study in Taiwan demonstrated that students who utilized their home languages alongside English and online tools produced higher-quality writing. This process involved multiple steps, including drafting, online translation, and revision, which helped students convey more information and express deeper ideas.
Improving Comprehension and Vocabulary
In a Grade 2 reading class in Singapore, translanguaging was used to scaffold English learning with Malay. This approach not only aided comprehension but also facilitated vocabulary translation, thereby democratizing classroom interactions and enhancing student participation.
Challenges and Research Gaps
Limited Classroom Application
Despite the growing body of research, there is limited focus on the actual use of translanguaging in classrooms. A study in Indonesia highlighted that while translanguaging helped students develop multilingual competencies, socio-political factors often inhibited its full potential. This suggests a need for more empirical studies on classroom practices and the socio-political dynamics that affect translanguaging.
Teacher Professional Development
Another significant gap is the lack of research on professional support for teachers to develop translanguaging pedagogy. A study in China showed that researcher-teacher collaboration could help teachers integrate translanguaging into their practices. However, the process was often discursive, highlighting the need for more structured professional development programs.
Student Perceptions and Attitudes
Research on student perceptions of translanguaging is also sparse. A study involving Chinese EFL students revealed varying attitudes towards translanguaging based on language proficiency and major. This indicates a need for more research to understand how different student demographics perceive and engage with translanguaging.
Future Research Directions
Expanding Contexts and Perspectives
Most translanguaging research has been conducted in Global North contexts. There is a pressing need to explore translanguaging in the Global South to understand its broader implications for linguistic, epistemic, and social justice.
Integrating Multimodal and Multisensory Approaches
Future research should also consider the multimodal and multisensory nature of translanguaging. This involves bridging the gap between sociocultural and cognitive approaches to better understand how translanguaging can be effectively implemented in diverse educational settings.
Conclusion
While translanguaging offers numerous benefits for ESP, significant research gaps remain. Addressing these gaps requires a focus on classroom practices, teacher professional development, student perceptions, and expanding research to include diverse global contexts. By doing so, we can better harness the potential of translanguaging to create more inclusive and effective ESP learning environments.
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