Systematic Literature Review: The Outcomes of Translanguaging on English Second Language Learners attending Secondary Education in Europe

Abstract

This thesis has conducted a Systematic Literature Review (SLR) to look at the potential outcomes of pedagogical translanguaging (PTL) on English second language (ESL) learners attending secondary education in Europe. The history of the term translanguaging, how it can be used as a pedagogical practise in second language education, and its reception among educators will be discussed first. Throughout this thesis, the definition of PTL by Otheguy et al. (2015) will be used, namely “the deployment of a speaker’s full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages” (p. 283). Moreover, throughout the thesis, a strict protocol was followed to reduce reviewer bias and promote replicability. Thus, selection criteria, a critical appraisal, and codes were used to searchfor, select, and analyse articles, which resulted in a total of four articles that matched all criteria. The main findings of these four studies were meshed and linked to information from the theoretical background in the form of a configurative synthesis as part of the discussion. The thesis will conclude by reviewing the results of PTL on the four language learning domains (i.e., constructive, cognitive, affective, and interactive) of ESL learners. Moreover, based on these overall findings, recommendations will be made for successfully implementing PTL in the Dutch ESL-context. Lastly, the limitations of the current thesis will be discussed and suggestions for future research will be given.