Translanguaging and decolonising English language teaching

I have written this short essay for a student learning to write from me. This student possessed a talented gift for language: conjuring up an array of eloquent synonyms, utilizing a sophisticated syntax, and employing a complex and colourful vocabulary. Yet, her ability to craft a complex, meaningful narrative and elevate it with evocative word choices still eluded her. Despite a dazzling array of words and phrases, her storyline remained a disjointed jigsaw puzzle, languishing as an unfinished and incomprehensible creation. Herein lay her lesson to be learned: superior writing involves more than just high language proficiency; it hinges on the ability to use each element to shape a coherent narrative. Writing effectively involves the ability to transcend mere words and amalgamate the story’s components in a way that conveys a deeper, more powerful meaning. This essay was her invitation to begin the journey of learning how to write effectively and use language to create more than just pretty faces.

If you are interested as well, try to identify and comment the erroneous textual organisation in this short essay! Also, I know learning English writing skills from an English-written essay discussing the role of multilingualism in decolonising pedagogy is kinda ironic LMAO ...

Let's begin the real passage here!

The English language, a vestige of colonialism, ripples through conversations around the world, both a unifying force and a division of power. At its core, it serves as a test for access to privilege, a symbol of the inequities that permeate national, regional, and global society. For those living in formerly colonised countries such as India and Nigeria, English is a cultural paradox, a reminder of both their subjugation and of the opportunity to unlock their future through its mastery. With English, these nations’ citizens open a door to wider economic possibilities, greater access to education and resources, and a chance to bridge the divide between entrenched systems of inequity.

Though English is often viewed as a sign of worldly success and high social status, it is inseparable from the complicated narrative of who has access to power and privilege. To many, learning English is a fraught endeavour, a precarious divide between holding on to distinct cultural identities and embracing a language tied to imperial oppression and exclusion. As it continues to permeate the world, its power will persist, echoing the stories of those it serves, both bane and boon.

In recent years, the concept of ‘translanguaging’ has served as a beacon of hope for those wishing to bring about systemic change within English language teaching. Translanguaging encourages both teachers and students to employ a variety of linguistic practices and to foster a more equitable classroom environment, one that helps to dismantle existing hierarchies and erase established biases associated with English language teaching. By relying upon the diverse language repertoires present within the classroom, teachers can create a more inclusive learning environment, one that does not privilege certain linguistic practices or cultures over others. Thus, translanguaging empowers both teachers and students to transcend the boundaries of traditional English language teaching and create a more equitable foundation for learning.

Translanguaging equips learners with the power to draw on their linguistic diversity, unlocking their potential to thrive in the learning environment. By stepping away from traditional English-centric teaching styles, the classroom is transformed into a dynamic, vibrant space for students and teachers alike to explore language and culture. Through encouragement to use their individual language and cultural backgrounds, translanguaging arms teachers with the tools to foster collaboration and create engaging educational experiences. By working together, students and teachers alike reap the rewards of this unique approach, as pupils are empowered to make sense of their learning environments, while teachers have the opportunity to craft dynamic, inclusive classrooms.

Collaborative translanguaging has the potential to revolutionise language learning, making it more equitable, accessible, and engaging. By respecting mother tongues, local knowledge, and non-dominant languages, it allows learners to take a more active role in their own learning process. This shift in dynamic upends the traditional hierarchies that often exist between teachers and learners, with learners being seen as passive recipients of knowledge. With the introduction of this new approach, collaboration and respect are prioritised, leading to a more engaging and truly beneficial experience for all.

The complexities and nuances of language are often overlooked in classrooms—a misguided oversight, for alongside its capacity for communication, language has the power to both shape and construct identities, as well as exacerbate asymmetries in cultural representation and power dynamics. To confront this, collaborative translanguaging forms an innovative approach to language learning that encourages teachers to recognise the implications of the language they teach. By recognising the situated and dynamic nature of language, students can develop a critical awareness of how language can be deployed to resist language-based discrimination. In this way, translanguaging opens up a space in which learners can explore language and its associated power structures in a more holistic and comprehensive way.

Overall, the potential of collaborative translanguaging as a powerful tool to help decolonise English language teaching has been identified. Unlike traditional language learning methods, which rely solely on English terminology, translanguaging allows students to draw on their native language practices and culture. Similarly, teachers are able to draw on their own language and cultural backgrounds to create a more culturally responsive education environment that encourages students from all backgrounds to reach their academic achievement objectives. Thus, translanguaging suggests an alternative approach to language learning that is more respectful of communities of language learners and more likely to promote equitable learning outcomes.

Have you found any strange textual organisation in the text? Topic sentence? Cohesive device? Comment below!