Volume 4, Issue 1 April 2021, pp. 90–105 Download PDF

Special Issue Articles

Should Standard Arabic have “the lion’s share?”: Teacher ideologies in L2 Arabic through the lens of pedagogical translanguaging

Mahmoud Azaz https://orcid.org/0000-0002-9998-39021, & Yousra Abourehab https://orcid.org/0000-0002-9998-39022

1 University of Arizona, USA mazaz@email.arizona.edu
2 University of Arizona, USA yabourehab@email.arizona.edu

DOI: https://doi.org/10.29140/ice.v4n1.442


Abstract

With the multilingual turn in applied linguistics, translanguaging has been envisioned as a pedagogical approach in multiple contexts (Creese & Blackledge, 2010; Galante, 2020; Yilmaz, 2019). Recent discussions have turned to teachers’ perspectives to understand how teachers’ monolingual ideologies and beliefs could limit the potential of such approaches (Hillman et al., 2019; Holdway & Hitchcock, 2018; Tian, 2020). With a focus on Arabic as a multidialectal and multiglossic language, this paper examines teachers’ translanguaging ideologies and practices and their nexus to language learning and intercultural communication. It used a focused, semi-structured interview to determine to what degree teachers’ practices were consistent or in conflict with their ideologies regarding translanguaging. They were challenged with positions from translanguaging pedagogy to initiate their conceptual development. A discrepancy was found between teachers’ ideologies and practices. That is, whereas they initially hesitated to accept translanguaging as a legitimate pedagogy, they were indeed translanguaging. This discrepancy is argued to limit learning. A qualitative analysis of the interviews with some teachers showed the emergence of an internally persuasive discourse about the potential of translanguaging. In light of teacher reflections that specified legitimate challenges, we argue for the judicious adoption of translanguaging pedagogy in multilingual and multicultural settings and discuss pedagogical implications and future research directions.



Copyright

© Mahmoud Azaz, Yousra Abourehab

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Azaz, M., & Abourehab, Y. (2021). Should Standard Arabic have “the lion’s share?”: Teacher ideologies in L2 Arabic through the lens of pedagogical translanguaging. Intercultural Communication Education, 4(1), 90–105. https://doi.org/10.29140/ice.v4n1.442


Related Articles:

Beginning again
Glenn Stockwell
Australian Journal of Applied Linguistics Published: 1 April, 2018, Volume 1(1), 1–2. Download PDF


Insights from replication on the factors affecting task engagement in mobile-based learning activities
Glenn Stockwell
Technology in Language Teaching and Learning Published: 28 June, 2019, Volume 1(1), 33–51. Download PDF


Syntactical and lexical development in NNS-NNS Asynchronous CMC
Glenn Stockwell
The JALT CALL Journal Published: 31 December, 2005, Volume 1(3), 33–49. Download PDF


Investigating an intelligent system for vocabulary learning through reading
Glenn Stockwell
The JALT CALL Journal Published: 31 December, 2013, Volume 9(3), 259–274. Download PDF


Review of Developing writing skills for IELTS: A research-based approach
Hassan Mohebbi
Australian Journal of Applied Linguistics Published: 28 April, 2021, Volume 4(1), 34–36. Download PDF


Making global knowledge accessible to EFL speakers of an undergraduate leadership program through a flipped and ubiquitous learning environment
Nobue Tanaka-Ellis, Sachiyo Sekiguchi
Technology in Language Teaching and Learning Published: 28 June, 2019, Volume 1(1), 3–20. Download PDF


Encouraging autonomy through the use of a social networking system
Adrian Leis
The JALT CALL Journal Published: 30 April, 2014, Volume 10(1), 69–80. Download PDF


Exploring EFL teachers’ professional identity development in a CALL teacher preparation program
Hussein Meihami, Rajab Esfandiari
The JALT CALL Journal Published: 25 August, 2021, Volume 17(2), 135–157. Download PDF


(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99. Download PDF


Reframing and hospicing mobility in higher education: Challenges and possibilities
Adriana Raquel Díaz, Marisa Cordella, Samantha Dispray, Barbara E. Hanna, Anna Mikhaylova
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 106–121. Download PDF