TEACHERS’ AND STUDENTS’ BELIEFS ABOUT TRANSLANGUAGING IN HIGHER EDUCATION: A SYSTEMATIC REVIEW

Yasmin Hanafi Zaid · Noor Aireen Ibrahim · Nur’ain Balqis Haladin

2 citations0/0 files storedJournal of Nusantara Studies (JONUS)

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Background and Purpose: In recent years, there has been increased attention to translanguaging in educational research, particularly in higher education. The successful implementation of translanguaging practices depends on various factors, including the attitudes and beliefs of both teachers and students. However, there has been limited systematic review on this issue. This study aims to examine and synthesize existing literature on teachers’ and students’ beliefs regarding translanguaging practices in higher education contexts. Methodology: A systematic review was conducted, following PRISMA guideline. Research databases including Web of Science, Scopus, and ERIC were searched with specific search terms ‘perception OR belief AND translanguaging’, resulting in the retrieval of 469 articles. Based on inclusion and exclusion criteria, 28 articles were selected for ultimate thematic analysis. Findings: The analysis revealed that teachers’ and students’ beliefs regarding translanguaging were significantly shaped by their pre-existing values and knowledge, institutions’ policies, as well as the nature of courses or curricula. Despite the evident benefits of translanguaging pedagogy highlighted in the reviewed studies, teachers encountered challenges in its implementation. The study identified four primary areas of support needed for the implementation of translanguaging, encompassing teacher training, adjusting curriculum and assessment, fostering collaboration, and developing language policy. Contributions: This systematic review provides a comprehensive overview of the attitudes, perceptions, and experiences of both teachers and students in implementing translanguaging practices in higher education. The study contributes to advancing knowledge and understanding of translanguaging in higher education, with implications for both theory and practice in this area. Keywords: Higher education, students’ beliefs, systematic review, teachers’ beliefs, translanguaging. Cite as: Wang, J., Hanafi Zaid, Y., Ibrahim, N. A., & Haladin, N. B. (2024). Teachers’ and students’ beliefs about translanguaging in higher education: A systematic review. Journal of Nusantara Studies, 9(2), 402-419. http://dx.doi.org/10.24200/jonus.vol9iss2pp402-419

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2006Using thematic analysis in psychology 2009Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement 2010Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain 2014Translanguaging: Language, Bilingualism, and Education 2006Teacher Cognition and Language Education : Research and Practice 2007Rethinking monolingual instructional strategies in multilingual classrooms 1999Health Sciences Literature Review Made Easy: The Matrix Method 2017Translanguaging as a Practical Theory of Language

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