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Linguistic ecology of Bangladeshi higher education: a translanguaging perspective

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dc.contributor.authorRafi, A.S.M.
dc.contributor.authorMorgan, A.M.
dc.date.issued2022
dc.description.abstractThis article reports on findings from a larger study that explored the promise of translanguaging pedagogies at two public and two private universities in Bangladesh. Four language learning and four content acquisition courses offered in the first year of undergraduate programmes were observed. A ‘Russian doll approach’ was employed to analyse the macro, meso and micro levels of policy decisions and implementation to build two robust case-studies on public and private universities. Findings reveal a disconnect between macro-level language policy and actual practice at meso and micro-level within universities. The study demonstrates varying degrees of natural translanguaging practices in the classrooms of both public and private universities. Under the particular contextual circumstances, this study recommends promoting translanguaging pedagogies in higher education to enhance language and content learning of Bangladeshi students while also developing bilingual identities through such practices.
dc.identifier.citationTeaching in Higher Education, 2022; 27(4):512-529
dc.identifier.doi10.1080/13562517.2022.2045579
dc.identifier.issn1356-2517
dc.identifier.issn1470-1294
dc.identifier.urihttps://hdl.handle.net/11541.2/40735
dc.language.isoen
dc.publisherRoutledge
dc.relation.fundingUNE
dc.relation.fundingJCU
dc.rightsCopyright 2022 nforma UK Limited, trading as Taylor & Francis Grou
dc.source.urihttps://doi.org/10.1080/13562517.2022.2045579
dc.subjectBangladeshi higher education
dc.subjectcontent acquisition
dc.subjectEMI
dc.subjectlanguage learning
dc.subjectTranslanguaging
dc.titleLinguistic ecology of Bangladeshi higher education: a translanguaging perspective
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9916917127401831

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