Transspråkande i engelskundervisning i årskurs 7 : En studie utifrån elevers och lärares perspektiv

Sammanfattning: Until recently, teaching strategies for language acquisition have been dominated by a monolingual approach, to teach a language through only the use of the target language. However, another approach, translanguaging (or transspråkande), is drawing increasing attention from both researchers and teachers. The general idea with translanguaging is that students can build from their other languages, so students are allowed to use their L1 (first language), L2, and L3 to their advantage when learning English. The purpose of this study is to show how translanguaging is being used and to analyze the methods and experiences of translanguaging in English as a second language lessons from the perspective of the teachers and students. Data has been collected by observing two different English classes in grade seven at a lower secondary school in Sweden. Interviews with the teacher and three students were conducted, as well as a student questionnaire. The data reveals that the language strategy of translanguaging by the teacher and the students is being used during certain tasks. However, the results conclude that there is very little sign of a movement away from the strategy of teaching English, using only the target language.