Sessions /
Exploration of translanguaging based on two years of action research #1258

This will be a presentation of notable takeaways from two years of action research focused on the potential influence and reception of L1 use within the context of L2 communicative language learning classrooms at the university level in Japan. The purpose of the research shared in this presentation was to determine the role—if any—and optimal application of pedagogical translanguaging practices among both teachers and students in communicative language learning environments.

Data was gathered for this study through a sequential-triangular approach composed of (1) QUAN/qual student questionnaires, (2) QUAL student interviews, and (3) quan/QUAL student performance. Each of these methods evolved through multiple iterations over two years of research.

Findings from this research project suggest that when optimally applied, pedagogical translanguaging offers several advantages within the framework of communicative language teaching and is readily received and embraced by the majority of learners of varying degrees of L2 proficiency. Additionally, a core set of guidelines for optimal application of pedagogical translanguaging also emerged from findings rooted in both action research and a review of relevant literature.