translanguaging
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- PaperSystemForthcoming · 1 Aug 2026
Translanguaging optimizes the developmental trajectory of beginning-level L2 writing: A sequence analysis study with an experimental design
Muzi Li, Yunlu Zhao
This experimental study using sequence analysis found that translanguaging optimizes the developmental trajectory of beginning-level second language writing.
- PaperOpenAlex — TESOL research21 Jul 2026
An Exploratory Investigation of ELT Instructors’ Attitudes Toward Bilingual Medium of Instruction (BMI) and the Role of Technology in Bangladeshi Classrooms
Bushra Jesmin Trisha, Swaha Das, Ritu Ghosh
A survey of 18 ELT instructors at a Bangladeshi university found 88.9% support for bilingual medium of instruction (BMI), citing improved comprehension and learner confidence. However, 66.7% worried about reduced English exposure, and most reported barriers such as inadequate training, restrictive policies, and limited resources. Instructors held positive attitudes toward AI tools and gamification, though implementation varied with available resources.
Original abstract
This study investigates the outlooks, reported practices, and perceived constraints of English Language Teaching (ELT) instructors concerning Bilingual Medium of Instruction (BMI) in Bangladeshi university classrooms. Eighteen instructors from Feni University participated in a structured survey. The research is organized around three objectives: (a) examining instructors’ perceptions of translanguaging practices, (b) investigating the obstacles they report when implementing bilingual instruction, and (c) exploring how technological integration may facilitate translanguaging pedagogy. Within this sample, 88.9% of respondents indicated support for bilingual instruction, citing enhanced comprehension, increased learner confidence, and faster learning as the most frequently reported benefits. Approximately 66.7% of participants expressed concern about reduced English exposure, and a majority reported inadequate training, restrictive institutional policies, and limited bilingual resources as recurring barriers. Respondents held positive attitudes toward AI-driven tools and gamification, although the extent of implementation appeared to vary with available resources. The study discusses these findings in relation to each research objective, situating the sample-level results within the broader literature on translanguaging, language policy, and educational technology. The discussion concludes with practical implications for teacher education, institutional policy, and bilingual resource development, and acknowledges the limitations of the current study alongside directions for future inquiry.
- PaperOpenAlex — TESOL research20 Jul 2026
Edutainment Through Translanguaging Practices: A Multimodal Discourse Analysis of Short‐Form English Instructional Videos on Douyin
Yongli Qin, Baizhi Yin
Analyzes how short-form English instructional videos on Douyin use translanguaging and multimodal resources to achieve edutainment. A song and a role-play video show that creators flexibly blend multilingual and multimodal elements, stimulating positive emotions and redefining the education-entertainment relationship. Extends translanguaging research into dynamic short-form video contexts.
Original abstract
Recent research in applied linguistics has increasingly attended to translanguaging practices in digitally mediated contexts, yet relatively little is known about how translanguaging practices achieve edutainment within the context of the highly compressed short‐form videos as dynamic discourse on Douyin, China's localized counterpart to TikTok. Drawing on translanguaging theory and multimodal discourse analysis, the study analyzes a song video and a role‐play video for English language teaching. The findings show that content creators flexibly draw on diverse multilingual and multimodal resources. The orchestration of these translanguaging resources has created unique ways for the realization of edutainment in the song video and role‐play video, respectively. The findings also indicate that the use of diverse translanguaging resources in each type of video stimulates positive emotions. By providing the reconceptualization of edutainment, this study is positioned as a complementary study grounded in a specific empirical context. This study not only extends translanguaging scholarship into the dynamic context of short‐form videos on Douyin but also re‐examines the relationship between education and entertainment, enriching existing scholarly understandings of edutainment.