Original article | International Journal of Language and Education Research 2024, Vol. 6(3) 35-47
Translanguaging Pedagogy and Social Sensitivity In English Language Learners
Zahra Sadat Roozafzai
pp. 35 - 47 | Manu. Number: MANU-2409-26-0004
Published online: December 29, 2024 | Number of Views: 8 | Number of Download: 15
Abstract
The current study examines the impact of translanguaging pedagogy on English language learners' (ELLs) social sensitivity in a bilingual classroom setting. Social sensitivity, a key aspect of sociocognitive awareness, is crucial for ELLs' academic success and personal growth. A quasi-experimental design was employed, with 30 ELLs participating in bilingual translanguaging pedagogy and 30 ELLs receiving traditional bilingual instruction. Participants' social sensitivity was assessed using the Social Sensitivity Scale, a validated measure of individuals' ability to perceive and interpret social cues. Quantitative results demonstrated a significant improvement in social sensitivity among ELLs in the bilingual translanguaging pedagogy group compared to the control group. This study contributes to the understanding of bilingual translanguaging pedagogy's potential benefits and has implications for educators aiming to foster inclusive and empowering learning environments for ELLs in bilingual settings. The use of a quantitative approach allows for an objective evaluation of the impact of this pedagogical approach on ELLs' social sensitivity.
Keywords: Bilingual translanguaging pedagogy, social sensitivity, English language learners (ELLs), sociocognitive awareness
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