Heteroglossia Embodied Through Translanguaging Pedagogy in ESL Classrooms: A Literature Review

• In Event: Critical Explorations of Languaging in Dual-Language and Multilingual K–12 Classrooms

Abstract

Translanguaging is still an evolving theory often based on heteroglossic ideologies and a transformative pedagogy that can decolonize English classrooms, especially in ESL contexts. This literature review aims to examine how heteroglossia is enacted through translanguaging pedagogy in ESL classrooms. From the codes and trends, four major themes emerged: 1) culturally sustaining pedagogy and social justice, 2) decolonization of ESL classrooms (disrupting monoglossic ideology), 3) incorporating multimodality to embrace diverse voices, 4) resistance to heteroglossic language ideology. Most of the reviewed empirical studies for this current review emphasize how discursive and culturally relevant translanguaging pedagogies can have a positive impact on ESL students’ academic performance, whose heritage languages (L1) often are marginalized and underestimated in English classrooms.

Author

• Eun Young Yeom, University of Georgia - Athens