Translanguaging in Saudi classrooms: A study of upper secondary learner perceptions
Abstract
Given the rapid rise of multilingual classrooms worldwide, the need for translanguaging is more critical than ever. Studies have shown that students are learning Arabic as a second language benefit from classroom translanguaging. However, the function of translanguaging in upper-secondary English courses in Saudi Arabia has not been extensively studied, certainly not from the students' perspective. This research fills this research gap and examines upper-secondary Arab students' perspectives on translanguaging in ESL classrooms using both quantitative and qualitative data from the respondents. Focus group interviews were conducted with 50 Saudi students studying at two different schools. Results showed that students in Saudi Arabia still favor the more conventional approach to SLA. Students solely speak English in the classroom, despite a growing body of scientific data supporting the use of translanguaging in second language education. According to the participants in this study, academics in the country keeps to the traditional view, few exceptions. Finally, finding show that Saudi English language students are not familiar with the translanguaging approach or its benefits to them.
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