JALT2022 Invited Speakers

Bill Balsamo Asian Scholar

Marianne Rachel G. Perfecto

Ateneo de Manila University, Philippines

Sponsored by JALT

Translanguaging in Multilingual Classrooms: Assumptions, Aims, and Advantages

Saturday Nov 12, 6:10 PM – 7:10 PM

Traditionally, bilingual education programs have kept students’ L1 and L2 separate. Such monolingual-oriented English classrooms believe that students’ L2 learning would be more effective if there was no “contamination” coming from the students’ L1. Literature has shown, however, that students’ L1 plays a significant role in learning another language. In fact, several studies pushed for multilingual English classrooms to consider the benefits of translanguaging (TL). TL is the ability of multilinguals to draw from their linguistic repertoire to achieve their communication needs at a particular time (Canagarajah, 2011).

This presentation aims to show that monolingual pedagogical practices need to be reconsidered in a multilingual English classroom. I will assert that TL is necessary because TL practices recognize that multilingual teachers and students have various linguistic and semiotic resources and that these can be used as learning and mediating tools in the classroom. Thus, by using TL strategies, teachers make teaching and learning in the classroom more efficient, and they empower students to participate in the language learning activities more actively.

In this presentation, I will briefly define TL and its theoretical assumptions, what research has shown to be the benefits of using TL in English classes, and what my research on teachers and students reveals about the affordances of TL in English language teaching. Finally, I will share a framework that teachers of multilingual classes can use to maximize the benefits of using TL in the language classroom.

Marianne Rachel Perfecto is Associate Professor at the Ateneo de Manila University. She has a Certificate (with Distinction) of Advanced Studies in the Communicative Teaching of English from Lancaster University, UK and finished Doctor of Arts in Language and Literature (English) from De La Salle University, Philippines. As a teacher trainer and educator, she has worked with secondary and tertiary teachers in the country and the region in the areas of materials and curriculum development, and language and literature teaching. She served as Chair of the English Department of the Ateneo de Manila University, and as Executive Director of ACELT. Her research focuses on teacher cognition, ELT reading & writing, multilingual education, and translanguaging in ELT.

Kevin Cleary Invited Speaker

Jo Mynard

Kanda University of International Studies

Sponsored by JALT

Promoting Reflection on Language Learning

Saturday Nov 12, 11:35 APM – 12:35 PM

Reflection is the examination of our experiences, thoughts and actions with the purpose of learning about ourselves and is a necessary component of language learning. Reflection enhances the learning experience and improves learning outcomes as learners develop self-awareness and increase and redefine their understanding of what they are learning. Decades of research in the fields of education and beyond have shown benefits and language educators are generally supportive of the idea of promoting reflection on learning. Despite this, the application of reflective practice for learners in the field of language education remains peripheral (Huang, 2021). In addition, where reflection does occur, it may be ‘ad-hoc,’ unstructured, superficial or vague so is unlikely to result in any conceptual change (Malthouse & Roffey-Barentsen, 2013).

In this talk, I will examine what we can do to help learners to intentionally reflect on their language learning. This could be by using tools and activities designed to help learners to document, plan, notice, self-assess, compare or take action. However, in order for the reflective process to be more powerful, dialogue with other people is necessary (Brockbank & McGill, 2006; Kato, 2012; Kato & Mynard, 2016, 2022). The aim of this practice is to help our learners to develop a deeper sense of awareness and control over their language learning. I will also look at how we can research this process and contribute to the growing and much-needed body of knowledge.

References

• Brockbank, A., & McGill. I. (2006). Facilitating reflective learning through mentoring and coaching. Kogan Page.
• Huang, L. (2021). Improving learner reflection for TESOL: Pedagogical strategies to support reflective learning. Routledge. https://doi.org/10.4324/9780429352836
• Kato, S. (2012). Professional development for learning advisors: Facilitating the intentional reflective dialogue. Studies in Self-Access Learning Journal, 3(1), 74–92. https://doi.org/10.37237/030106
• Kato, S., & Mynard, J. (2016). Reflective dialogue: Advising in language learning. Routledge.
• Kato, S., & Mynard, J. (2022).リフレクティブ・ダイアローグ 学習者オートノミーを育む言語学習アドバイジング [Fostering autonomy through advising in language learning.] Osaka University Press.
• Malthouse, R., & Roffey-Barentsen, J. (2013). Reflective practice in education and training. Sage Publications.

Jo Mynard is a Professor in the Faculty of Global Liberal Arts and Director of the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS) in Chiba, Japan. She is also the Director of the Research Institute for Learner Autonomy Education (RILAE) at KUIS. She has co-edited and co-authored several books and book chapters on learner autonomy, advising, reflective dialogue, and social learning spaces.