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Exploring Translanguaging Strategies in Young Migrant Learner Interactions
Abstract
This chapter explores translanguaging strategies among young migrant learners participating in an induction programme in Malta. Drawing on García and Wei's (2014) concept of translanguaging, it examines the extent to which translanguaging empowers learners to become proficient users of English as a Lingua Franca (ELF). The chapter describes a teacher-research study which comprised 14 interactive classroom activities analysed using Farrell's (2015) reflective practice framework. The findings revealed how translanguaging strategies supported meaning negotiation, but also how they created power imbalances among learners of different first languages. These impacted classroom dynamics and slowed down the learners' integration process. Based on these insights, the chapter calls for a cautious approach to translanguaging and its pedagogical applications to ensure that these complement, rather than hinder, migrant learners' social and communicative integration.
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