The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
EFL Teachers' Perspectives on Leveraging Tertiary Learners' Collaborative Learning via Translanguaging: Toward Inclusive Language Education
Abstract
Collaborative learning performs an essential role in English language education as it encourages student involvement in group discussions. Translanguaging is seen as a tool to foster active collaboration among learners. Additionally, translanguaging demonstrates great potential to stimulate inclusive language education which values students' linguistic diversity in English classrooms. This chapter examines Vietnamese tertiary teachers' perception of deploying translanguaging to enhance students' collaborative learning. This qualitative study involved three teachers in partaking in semi-structured interviews. The thematic analysis approach was employed to analyze data. The findings disclosed that teachers believed that adopting translanguaging pedagogy could develop learners' collaborative learning, leading to ideas generation, a pleasant learning environment, and inclusiveness. Teachers' difficulties in implementing translanguaging were also uncovered. Pedagogical implications are suggested for policymakers, teachers, and students to promote translanguaging as inclusive education.
Related Content
|
Amanpreet Kaur, Harinder Singh Gill, Lokesh Jasrai, Rajiv Kumar Chopra.
© 2026.
26 pages.
|
|
Marcela Vilela França.
© 2026.
32 pages.
|
|
Mredu Goyal, Shikha Maheshwari.
© 2026.
30 pages.
|
|
Maria Concetta Carruba, Alba Caiazzo, Alessandro Barca.
© 2026.
34 pages.
|
|
Doris Chasokela, Joseph Hlongwane, Ethel Mathonsi-Tshuma.
© 2026.
32 pages.
|
|
Mehdi Kaddouri, Sabrine Jmad, Toufik Azzimani, Khalid Mhamdi, Zohra Abbadi.
© 2026.
48 pages.
|
|
Laura Furcsa, Rita Szaszkó.
© 2026.
28 pages.
|
|
|