Evaluating Pedagogic Translanguaging: Priorities in Foregrounding Context
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| Title: | Evaluating Pedagogic Translanguaging: Priorities in Foregrounding Context |
|---|---|
| Language: | English |
| Authors: | Maya Alkateb-Chami (ORCID |
| Source: | International Electronic Journal of Elementary Education. 2026 18(2):279-299. |
| Availability: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teaching Methods, Code Switching (Language), Context Effect, Refugees, Foreign Countries, Arabic, Language of Instruction, Teacher Attitudes, Educational Policy, Models, Literacy, Administrator Attitudes, Multilingualism, English (Second Language), Children |
| Geographic Terms: | Lebanon, Syria |
| ISSN: | 1307-9298 |
| Abstract: | As pedagogic translanguaging (PT) gains global traction for its claimed potential to advance social justice, questions arise about its effectiveness across diverse contexts. Responding to this need, this study (a) takes a bird's-eye view approach to the question of which contextual factors to prioritize when evaluating PT's efficacy; and (b) iteratively refines and ground-truths its proposed theoretical framework through empirical research. Specifically, drawing on interviews with teachers and analysis of education policy documents in the context of refugee education in Lebanon, where PT is used in both Arabic-and English-medium classrooms, the study finds that while PT may appear effective within individual classrooms, it can interact with systemic factors to undermine literacy development goals when not designed and implemented within an informed, curriculum-wide plan. Grounded in and illustrated by the case at its center, the study identifies five key contextual considerations to guide the use and assessment of PT: (1) literacy development targets, particularly in which language(s); (2) students' existing language and literacy skills; (3) the language(s) of instruction across school subjects; (4) prevailing language ideologies; and (5) the linguistic distance between the varieties used in PT and those targeted for literacy development. Overall, findings underscore the need for more context-sensitive research, policymaking, and pedagogical design to ensure that PT supports--rather than compromises--multilingual learners' access to quality education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505444 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluating Pedagogic Translanguaging: Priorities in Foregrounding Context – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Maya+Alkateb-Chami%22">Maya Alkateb-Chami</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7020-7347">0000-0001-7020-7347</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. 2026 18(2):279-299. – Name: Avail Label: Availability Group: Avail Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Arabic%22">Arabic</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Lebanon%22">Lebanon</searchLink><br /><searchLink fieldCode="DE" term="%22Syria%22">Syria</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1307-9298 – Name: Abstract Label: Abstract Group: Ab Data: As pedagogic translanguaging (PT) gains global traction for its claimed potential to advance social justice, questions arise about its effectiveness across diverse contexts. Responding to this need, this study (a) takes a bird's-eye view approach to the question of which contextual factors to prioritize when evaluating PT's efficacy; and (b) iteratively refines and ground-truths its proposed theoretical framework through empirical research. Specifically, drawing on interviews with teachers and analysis of education policy documents in the context of refugee education in Lebanon, where PT is used in both Arabic-and English-medium classrooms, the study finds that while PT may appear effective within individual classrooms, it can interact with systemic factors to undermine literacy development goals when not designed and implemented within an informed, curriculum-wide plan. Grounded in and illustrated by the case at its center, the study identifies five key contextual considerations to guide the use and assessment of PT: (1) literacy development targets, particularly in which language(s); (2) students' existing language and literacy skills; (3) the language(s) of instruction across school subjects; (4) prevailing language ideologies; and (5) the linguistic distance between the varieties used in PT and those targeted for literacy development. Overall, findings underscore the need for more context-sensitive research, policymaking, and pedagogical design to ensure that PT supports--rather than compromises--multilingual learners' access to quality education. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1505444 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 279 Subjects: – SubjectFull: Teaching Methods Type: general – SubjectFull: Code Switching (Language) Type: general – SubjectFull: Context Effect Type: general – SubjectFull: Refugees Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Arabic Type: general – SubjectFull: Language of Instruction Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Educational Policy Type: general – SubjectFull: Models Type: general – SubjectFull: Literacy Type: general – SubjectFull: Administrator Attitudes Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Children Type: general – SubjectFull: Lebanon Type: general – SubjectFull: Syria Type: general Titles: – TitleFull: Evaluating Pedagogic Translanguaging: Priorities in Foregrounding Context Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Maya Alkateb-Chami IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1307-9298 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: International Electronic Journal of Elementary Education Type: main |
| ResultId | 1 |
