ESOL instructor’s reflections on the use of pedagogical translanguaging
Abstract
In this article, I present my reflections on the use of pedagogical translanguaging at a language centre for newly arrived adult refugees and asylum seekers in the United Kingdom. As a volunteer ESOL instructor of this course, I decided to make use of the students’ various linguistic repertoires by incorporating multilingual text reading and writing tasks. In the article, I present my thoughts on this practice and provide my recommendations to other ESOL instructors looking into utilising and bringing their students’ languages into the classroom spaces.
Keywords: ESOL, refugees, students, fairy tales, pedagogical translanguaging.
Introduction
In response to the mobility of people, teachers around the world are encouraged to reshape their practices in order to meet the specific needs of their students. Continue Reading →