Translingual practices in English language education in South Asia : inclusivity and equity / edited by Shaila Sultana and Pramod K. Sah.

Format:

Book

Contributor:

Sultana, Shaila, editor.

Sah, Pramod K., editor.

Series:

Language, education and diversity ; 8.

Language, education and diversity ; 8

Language:

English

Subjects (All):

English language--Study and teaching--Southeast Asia.

English language.

Genre:

Essays

Physical Description:

1 online resource (xiv, 264 pages)

Edition:

1st ed.

Place of Publication:

Bristol, UK ; Jackson, TN : Multilingual Matters, [2026]

Language Note:

In English.

Summary:

Identifies diverse language uses in sociolinguistically underexplored formal domains of education in South Asia. This book presents empirical research from a wide range of South Asian contexts, in order to develop critical understandings of the intricate relationships between translingual practices, language education, social justice and equity. The chapters explore the feasibility, acceptance and prospects of translingual practices as meaningful communication and pedagogic practices in South Asian English language classrooms. The authors identify diverse language uses in sociolinguistically unexplored formal domains of education and address the persistent monolingual biases and ideologies, hegemonic language policies and negative attitudes towards non-standard varieties of English and other languages within these contexts. The book raises awareness of the marginalisation, violence, intolerance and injustice sustained through English language education in South Asia and suggests steps to ensure linguistic rights, linguistic equity and social justice. This book is Open Access under a CC BY NC ND license.

Contents:

Intro

DOI https://doi.org/10.21832/SULTAN8455

Contents

Contributors

Foreword

1 English Language Education in South Asia: Possibilities and Prospects for Translingual Practices and Inclusivity and Equity

Introduction

Monolingual Biases in SA

Trans-Turn in Applied Linguistics

Roles of translingual practices in teaching and learning

Translingual Practices in the South Asian Contexts of Education

Potentiality of Translingual Practices in English Language Education in SA

Conclusion: Translingual Practices for Decolonization of English Language Education

References

2 Translingual Practices in 19th and Early 20th Century Language Education in India: A Case of the State of Odisha

The Concept of Translanguaging

Multilingual Practices in the Indian Subcontinent

Multilingual Education in the State of Odisha

Translingual Practices in Dictionaries and Textbooks

Translanguaging in Other Domains

Discussion

Conclusion

Notes

3 Examining English Language Education in India through a Translingual Lens

Societal Multilingualism in India

The Interpretation of Multilingualism in Indian Education Policy

Multilingualism in English Teacher Education

Translingual practices as a pedagogical stance in English teacher education

Teachers' perceptions of multilingual teaching

Bridging the gap between societal multilingualism and translanguaging pedagogy for teacher education

Contextually appropriate translingual pedagogies in English language teacher education

Goal 1: Integration, not assimilation

Goal 2: Situating English in multilingual identity construction

Goal 3: Sharing the responsibility of promoting healthy use of one's languages

Implications and Recommendations

References.

4 Using Translanguaging Pedagogy for Reading Development and Assessment: Considerations for Multilingual Teachers

Learning Advantages of Bi/Multilingual Learners and their Unique Abilities

Defining Bi/Multilingual Abilities

Bi/multilingual learners' classroom needs

Mother Tongue-based MLE and its Use in EMI Schools

Using Translanguaging in Multilingual EMI Contexts to Support Learning

Translanguaging in EMI Classrooms in India

Using Multilingual Pedagogy to Develop Reading Comprehension

Translanguaging and reading in Indian classrooms

Teaching Reading Comprehension using Translanguaging Pedagogy: A Model

Steps in using the model

Assessing bi/multilingual reading abilities

Methods to assess reading comprehension through the multilingual mode

Assessing bi/multilingual vocabulary

Assessing multilingual syntactic awareness

Assessing multilingual comprehension

Translanguaging assessment of reading

Acknowledgement

5 A Translanguaging Pedagogical Design for Reading Comprehension Development and Implications for Bilingual Classrooms

Research Background

Literature Review

The Study

Findings and Discussion

'Face-value' component and student engagement

Enhancing Comprehension and Transforming Subjectivities

Conclusion and Implications

6 Translanguaging as a Decolonial Pedagogy in English Medium Classrooms: Reclaiming Epistemic Identities in an Unequal Language Policy in Nepal

Translanguaging as a Decolonial Pedagogy

Context and Method of the Study

Becoming a translingual teacher: Chandra's resistance against English monolingual pedagogy

Lesson 1: Listen and say

Lesson 2: Before going to school

Breaking the silence: Dilman's translanguaging resistance

Lesson 1: Kitchen &amp.

Utensils (I)

Lesson 2: Kitchen and utensils (II)

Reclaiming Epistemic Identities Through a Translanguaging Stance

Discussion and Conclusion

7 Equity, Awareness, and Engagement: Translingual Practices in the Linguistic Landscape of Early Childhood Classrooms in the Maldives

Early Childhood Education

English Dominance in Education

Translingual Practices

Sociolinguistic Context

Method

Data and Participants

Analysis Procedures

Findings

Representation of multiple languages

Engagement with classroom displays

Extract 1

Extract 2

Awareness of key language

Extract 3

Extract 4

Summary

8 Translanguaging in English Language Education in Sri Lanka: Social and Academic Gains

The School System and Exclusions

English Language Education in Sri Lanka

Translanguaging

SLA Theories

The studies

Translanguaging, ethnolinguistic integration and language of scaffolding

Excerpt A:

Excerpt B:

Excerpt C: Excerpts from FGDs

Translanguaging as 'metalanguage' in the ESL classroom

Changing viewpoints: Proficient vs. low-proficiency students

Excerpt D: From proficient students' reflections

Excerpt E: Low-proficient students' reflections

Note

9 Translanguaging and Assessment in English Language Learning in Pakistan: Exploring the Affordances and Challenges

Translanguaging in Higher Education

Bi/Multilingual Assessment Practices in Higher Education

Multilingual Classrooms in Pakistan's Higher Education

Research Methodology

The research context

Data collection

Participants

The data sets

Findings.

Translanguaging practices in the classroom: From learning contents to affirming identities

Translanguaging in Assessment

Students' strategies to handle monolingual English writing tests

10 Translanguaging Pedagogy and Democratizing Higher Education in Bangladesh: Possibilities and Challenges

Trans-Movement in Applied Linguistics: Translanguaging as a Pedagogical Tool for Educational Equity

Methodology

Type of research, data collection, population and sampling

Demographic background of the student participants

Demographic background of the teacher participants

Data analysis

Results

Translanguaging at private higher education in Bangladesh

Possible code-meshing in class

The techniques of translanguaging in class

Possible reasons behind translanguaging

Linguistic human rights and social justice

Assessment supporting translanguaging

No scope for using Indigenous and minority languages beyond English and Bangla

minority-

Ways to Include Translanguaging in the Classroom

Classroom observation

11 Rethinking EMI Through Equity and Inclusiveness Lens: Autoethnographic Insights into Anglophonic Norms in Pakistan

The Theoretical Underpinnings

Background Context

A Reflective Response to the Prevailing Anglophonic Linguistic Norms

Policy negotiations strategies

Author 1

Author 2

Author 3

The triggers for policy negotiation and appropriation

The impact of policy negotiation on linguistic equity and inclusivity

Conclusions and Implications

Afterword: Translanguaging for English or Social Justice?

Introduction.

The Blind Spot in Translanguaging Pedagogy and Social Justice

Translanguaging Pedagogy, Multilingual Repertoire and Multilingualism as a First Language1

Translanguaging for English as a 'Target Language'

Index.

Notes:

Includes bibliographical references and index.

This eBook is made available Open Access under a Creative Commons Attribution (CC BY) license: https://creativecommons.org/licenses/by-nc-nd/4.0

Description based on online resource.

Description based on publisher supplied metadata and other sources.

ISBN:

1-80041-846-9

1-80041-847-7

OCLC:

1569889517