Rafi, Abu Saleh Mohammad (2023) Students' Uptake of Translanguaging Pedagogies and Translanguaging-Oriented Assessment in an ELT Classroom at a Bangladeshi University. In: Khan, Rubina, Bashir, Ahmed, Basu, Bijoy Lal, and Uddin, Md Elias, (eds.) Local Research and Global Perspectives in English Language Teaching: Teaching in Changing Times. Springer, Singapore, pp. 31-45.

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Abstract

The chapter presents findings from a focus group discussion of English-major students who participated in a translanguaging pedagogical intervention in an English Language Teaching (ELT) classroom of a Bangladeshi private university. The focus group consisted of six students, of whom four students had studied in Bangla medium and two in English medium in their pre-tertiary education. These students compared their learning and assessment experience of the translanguaging interven-tion with traditional ELT pedagogies. They reflected on how translanguaging pedago-gies could solve the problems they encounter in traditional ELT classrooms. The anal-ysis of focus group data revealed that the English medium instruction policy discrim-inated against Bangla medium students vis-à-vis their English medium counterparts in terms of understanding lectures and remaining motivated. Such consequences negatively impacted their psychological well-being and socio-cultural identification as English majors. In contrast, translanguaging pedagogies provided students with a comfort zone catering to their diverse proficiency levels, aided their understanding of ELT materials and better prepared them for assessment. Furthermore, the interven-tion tapped into students’ sociolinguistic awareness about how English-only practices affected their academic Bangla proficiency, an essential skill in real-life contexts. The chapter concludes by shedding light on the challenges a translanguaging pedagogical approach might face to emerge as an education policy in the particular ELT context.

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