A Sociocognitive Analysis of Translanguaging in an ESL speaking classroom

Abstract

A paradigmatic change from monolingualism to plurilingualism in language education has given rise to the concept of translanguaging. In response to this, a growing amount of research has been carried out to revisit the role of first language on second language (L2) learning. However, there is a lack of studies conducted to explore in detail the dynamic nature of translanguaging within a classroom context. Thus, to fill this gap of knowledge, this study aims to provide an exhaustive analysis of translanguaging practices in an L2 classroom from the sociocognitive frame of reference. The research focus is on how translanguaging affects the students’ process of learning speaking skills. A group of 31 undergraduate students and their respective teacher in an English for Specific Purposes (ESP) course were involved in this study. Data were collected through comprehensive classroom observations, a series of interviews, a demographic survey as well as relevant curriculum documents and student-participants’ academic records. Findings from the sociocognitive analysis have revealed that translanguaging is a complex process of ongoing physiological activities of adaptation and alignment. Students translanguaged as a means to be continuously and progressively tuned to the affordances available in the environment. This consequently influenced their personalised set of learning actions in the speaking classroom.