Translanguaging as a Scaffolded Practice in a Primary School Content and Language Integrated Learning Context During the COVID-19 Pandemic
Translanguaging enables students to communicate in multiple languages in an English-dominant classroom. It has received considerable attention from sc.
- Pub. date: October 15, 2022
- Pages: 2043-2055
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Translanguaging enables students to communicate in multiple languages in an English-dominant classroom. It has received considerable attention from scholars in content and language integrated learning (CLIL). Its implementation in primary schools in European countries has been adopted in Asian countries, including Indonesia. This study employed a narrative inquiry investigating a teacher who taught first graders both content matter and English during the COVID-19 forced-remote learning. Furthermore, data were gathered using semi-structured interviews to guide the participant in narrating CLIL science teaching experiences. Virtual observations were carried out eight times to obtain evidence of translanguaging practiced. Due to forced-remote learning, the results indicated that the teacher had to find the most convenient ways to instruct the young students without adding to their burden. Furthermore, it was reported that scaffolding by translanguaging was planned systematically by valuing the students’ L1 and alternating it with English as the target language. The findings also discussed the practical implications of this study to maintain young learners' (YLs) engagement through translanguaging strategies.
content and language integrated learning pandemic primary school scaffolding translanguaging
Keywords: Content and language integrated learning, pandemic, primary school, scaffolding, translanguaging.
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