Synchronous (Onsite) Maximizing Communication: Promoting Translanguaging in a Multilingual Task-based English/Japanese Project Course more

Sat, Apr 29, 16:30-16:55 Asia/Seoul

The use of L1 in the language classroom is a highly contested concept; however, an increasing number of studies have identified positive outcomes directly tied to L1 integration and learners’ target language development (Carstens, 2016; Scopich, 2018; Yamaguchi, 2018). Specifically linked to increasing a learner’s self-efficacy, confidence, and willingness to communicate (WTC), translanguaging has proved to be an invaluable pedagogical tool in language classrooms. In the Japanese context, WTC has been shown to be a strong determining factor in student output of their target language, particularly concerning group-focused activities (Aubrey, 2011; Yamaguchi, 2018). Using field notes, a pre-and post-class survey, and interviews with participants, this study explores the possibilities and challenges of a Japanese/English communication class where translanguaging was encouraged. The findings of the study suggest that promoting translanguaging in the language classroom positively impacted student self-efficacy as language learners and their WTC.