ALIS Webinar: The Effects of Teachers’ Language Ideologies on ESL students’ Translanguaging in an In

When:  Oct 1, 2021 from 11:00 AM to 12:00 PM (ET)


The Effects of Teachers’ Language Ideologies on ESL students’ Translanguaging in an Intensive English Program

The study focused on documenting the ESL teachers’ language ideologies and the ways in which they encouraged or restricted translanguaging in their classes. The participants were three English as a second language (ESL) teachers working with beginner and intermediate levels in an IEP with L1 Arabic-speaking students. At a program level, there was no explicit language policy for teachers to follow (e.g., only English or allowing language mixing) at the IEP. Classroom observations and interviews with teachers indicated that participants had three different orientations that framed their understanding of what the role of the students’ native language should be and to what extent translanguaging would help or hinder their learning of English: translanguaging-as-a-problem, translanguaging-as-a-natural-process, and translanguaging-as-a-resource. The findings provide evidence that the teachers’ orientations were influenced by their language ideologies and their beliefs about what was the appropriate role of certain translanguaging strategies.


Laila Aghai earned her Ph.D. in Culture, Literacy and Language and her master’s degree in Teaching English as a Second Language from the University of Texas at San Antonio. She is currently an ESL faculty at Northwest Vista College. Her research is focused on translanguaging, applied linguistics, second language acquisition, ELL teacher education, bi/multilingual education, multicultural education, and language ideologies.


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