From Theory to Classroom: Implementing Translanguaging Pedagogy for Refugee Learners

Jasmine See; Adelina Asmawi

doi:10.25071/1920-7336.41708

Authors

Jasmine See Department of Language & Literacy Education, Universiti of Malaya, Kuala Lumpur, Malaysia https://orcid.org/0000-0001-8683-5217
Adelina Asmawi Department of Language and Literacy Education, Faculty of Education, University of Malaya https://orcid.org/0000-0003-0595-2986

DOI:

https://doi.org/10.25071/1920-7336.41708

Keywords:

translanguaging pedagogical module, refugees' education, translanguaging pedagogy for refugees

Abstract

This study bridges the gap between theoretical frameworks and classroom practice by designing a translanguaging pedagogy (TP) module for volunteer teachers at an alternative learning centre serving refugees in Malaysia. Grounded in a comprehensive needs analysis and refined through expert consensus, the module emphasizes bilingual proficiency, interactive teaching methods, and diverse learning materials to enhance English communication skills. Focused on pedagogical usability and teacher engagement, the research evaluates the module’s effectiveness through teachers’ perceptions and interactions with students, rather than language proficiency outcomes. Findings demonstrate TP offers a practical, inclusive approach to meeting refugee learners’ unique needs, contributing to the development of adaptable, effective teaching strategies that translate theory into impactful classroom practices for marginalized communities.

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Author Biographies

Jasmine See, Department of Language & Literacy Education, Universiti of Malaya, Kuala Lumpur, Malaysia

Jasmine See is a PhD candidate from the Universiti of Malaya. She can be reached at seejasmine@gmail.com.

Adelina Asmawi, Department of Language and Literacy Education, Faculty of Education, University of Malaya

Adelina Binti Asmawi from the Department of Language and Literacy Education, Faculty of Education, University of Malaya. She can be reached at adelina@um.edu.my.

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