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Translanguaging in German Language Teaching
Abstract
The study explores the application of translanguaging to German language education for promoting inclusivity among emergent bilingual and multilingual students in the United States. Based on interviews with six German language teachers, it discusses their diverse perspectives regarding the inclusion of students' home languages in the classroom. Outcomes indicate different levels of engagement with the concept, ranging from enthusiastic endorsement of translanguaging to steadfast adherence to monolingual approaches. The study underlines professional development and revised instructional designs with multilingual resources as imperative, while it ultimately advocates for translanguaging as a transformative tool in the enhancement of learning experiences and the affirmation of students' cultural identities.
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