Pedagogical Translanguaging in L2 Teaching for Adult Migrants: Assessing Feasibility and Emotional Impact
Pedagogical translanguaging (PTL) refers to the use of educational techniques that incorporate learners’ entire linguistic repertoire. Recent studies indicate that PTL is efficient in the teaching of morphological awareness to bilingual children. The question remains whether it can be successfully a...
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MDPI AG
2024-11-01
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| author | Julie Franck Despina Papadopoulou |
| author_facet | Julie Franck Despina Papadopoulou |
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| description | Pedagogical translanguaging (PTL) refers to the use of educational techniques that incorporate learners’ entire linguistic repertoire. Recent studies indicate that PTL is efficient in the teaching of morphological awareness to bilingual children. The question remains whether it can be successfully applied in the highly specific context of adult forced migrants’ classrooms. This study describes a new protocol developed within the framework of PTL to teach derivational morphology to L2 French and Greek adults. We used questionnaires to quantitatively and qualitatively assess the feasibility of the protocol, teachers’ and learners’ attitudes, and learners’ emotions in the PTL lesson. A total of 141 migrant learners (79 forced migrants) and 13 teachers were involved in 23 2 h lessons. Teachers and learners gave high overall evaluations of the feasibility of the PTL protocol and of their pleasure from teaching and learning using PTL tools. Learners’ ease of learning and learning benefits were positively influenced by their perception of the proximity between their L1 and L2. Learners reported higher positive emotions and lower negative emotions during the PTL lesson, while forced migrants showed more hope and shame overall than voluntary migrants, as well as gained more benefits from PTL due to enjoyment. These findings suggest that the use of pedagogical translanguaging in migrants’ classrooms is feasible and develops positive attitudes and emotions, which are more pronounced in forced migrants. |
| format | Article |
| id | doaj-art-fd4631a3b4d6428592baaed1bc546ae0 |
| institution | DOAJ |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-11-01 |
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| series | Education Sciences |
| spelling | doaj-art-fd4631a3b4d6428592baaed1bc546ae02025-08-20T02:55:32ZengMDPI AGEducation Sciences2227-71022024-11-011412130810.3390/educsci14121308Pedagogical Translanguaging in L2 Teaching for Adult Migrants: Assessing Feasibility and Emotional ImpactJulie Franck0Despina Papadopoulou1Department of Psychology, University of Geneva, 1205 Geneva, SwitzerlandDepartment of Linguistics, Aristotle University of Thessaloniki, 54624 Thessaloniki, GreecePedagogical translanguaging (PTL) refers to the use of educational techniques that incorporate learners’ entire linguistic repertoire. Recent studies indicate that PTL is efficient in the teaching of morphological awareness to bilingual children. The question remains whether it can be successfully applied in the highly specific context of adult forced migrants’ classrooms. This study describes a new protocol developed within the framework of PTL to teach derivational morphology to L2 French and Greek adults. We used questionnaires to quantitatively and qualitatively assess the feasibility of the protocol, teachers’ and learners’ attitudes, and learners’ emotions in the PTL lesson. A total of 141 migrant learners (79 forced migrants) and 13 teachers were involved in 23 2 h lessons. Teachers and learners gave high overall evaluations of the feasibility of the PTL protocol and of their pleasure from teaching and learning using PTL tools. Learners’ ease of learning and learning benefits were positively influenced by their perception of the proximity between their L1 and L2. Learners reported higher positive emotions and lower negative emotions during the PTL lesson, while forced migrants showed more hope and shame overall than voluntary migrants, as well as gained more benefits from PTL due to enjoyment. These findings suggest that the use of pedagogical translanguaging in migrants’ classrooms is feasible and develops positive attitudes and emotions, which are more pronounced in forced migrants.https://www.mdpi.com/2227-7102/14/12/1308second language teachingpedagogical translanguagingderivational morphologyemotionsforced migration |
| spellingShingle | Julie Franck Despina Papadopoulou Pedagogical Translanguaging in L2 Teaching for Adult Migrants: Assessing Feasibility and Emotional Impact Education Sciences second language teaching pedagogical translanguaging derivational morphology emotions forced migration |
| title | Pedagogical Translanguaging in L2 Teaching for Adult Migrants: Assessing Feasibility and Emotional Impact |
| title_full | Pedagogical Translanguaging in L2 Teaching for Adult Migrants: Assessing Feasibility and Emotional Impact |
| title_fullStr | Pedagogical Translanguaging in L2 Teaching for Adult Migrants: Assessing Feasibility and Emotional Impact |
| title_full_unstemmed | Pedagogical Translanguaging in L2 Teaching for Adult Migrants: Assessing Feasibility and Emotional Impact |
| title_short | Pedagogical Translanguaging in L2 Teaching for Adult Migrants: Assessing Feasibility and Emotional Impact |
| title_sort | pedagogical translanguaging in l2 teaching for adult migrants assessing feasibility and emotional impact |
| topic | second language teaching pedagogical translanguaging derivational morphology emotions forced migration |
| url | https://www.mdpi.com/2227-7102/14/12/1308 |
| work_keys_str_mv | AT juliefranck pedagogicaltranslanguaginginl2teachingforadultmigrantsassessingfeasibilityandemotionalimpact AT despinapapadopoulou pedagogicaltranslanguaginginl2teachingforadultmigrantsassessingfeasibilityandemotionalimpact |