Use of a Grounded Theory research method when coding data on translanguaging in class brought to light new categories that are specific to the social and educational context of the United Arab Emirates. The presenter will introduce these and make tentative suggestions about how plurilingual education can change students’ perceptions on monolingual habitus in an educational context in the UAE.
The United Arab Emirates, with its unique population constellation, faces a particular challenge in its educational institutions. More than 80 % of the population are expatriates, and one finds the same percentage of foreign educators at its universities. Because of this the language of instruction in the UAE is English, while the students are native speakers of Arabic. In a country that is eager to make the most of its economic development and at the same time wants to preserve and promote its cultural and linguistic heritage, translanguaging as a pedagogical stance can be an effective tool in preparing students for a growing job market while also educating them to enhance their proficiency of the native language. This presentation will discuss university students’ perceptions on translanguaging and translanguaging pedagogy. The research project forms part of a larger study on Emirati students’ experiences and trajectories in university courses which have implemented translanguaging pedagogy. Due to the specific nature of the social and educational context Grounded Theory style research methods were employed with the specific aim to discover possible new effects of translanguaging on students. This inductive research method uses data as the primary source for further research which has afforded new insights into this context. This talk follows up on these and presents two new categories suggested by Grounded Theory style method: ‘empowerment’ and the ‘creation of role-models’ for teaching and learning.
