Edd publication. EAL learning and translanguaging

In this thesis, I suggest that translanguaging is a permanent process which is not only linked to switching from one language to another, but is also stretches the very nature of language itself This thesis implemented a qualitative approach in order to investigate teacher and student experiences linked to translanguaging practices. The data was collected through one method : individual semi-structured interviews. Thus, eight semi-structured interviews were conducted: two with the teacher and six individual interviews with students. The findings in this thesis suggest that the teachers were able to creatively challenge the institutional monolingualism in place in English state Schools. The findings also indicate that the teacher and the students perceived that the use of students’ L1 is deemed as a problem by the school but that those bias can be overcome at a local level. The implication of this study suggests that there is a need for more focus to be put on the use of a multilingual approach when teaching and learning the English language. In addition to the importance of acknowledging and emphasizing multilingual students’ right to receive adapted education in relation to the English subject, it also suggests that the multilingual perspectives need to become a priority in the teacher education and in policy documents, preparing teacher students and allowing teachers, who supports a multilingual approach, to teach English in a multilingual classroom