Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom

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Adrian J. Rivera
Catherine M. Mazak


Translanguaging in the classroom is gaining traction as a viable pedagogical choice. Often overlooked, though, are the students’ attitudes in response to strategic classroom translanguaging. This study seeks to determine whether students’ language attitudes influence their perceptions of an instructor’s translingual pedagogy. The study took place in an undergraduate psychology classroom at the University of Puerto Rico, Mayagüez, and involved a case-study approach and analysis of survey results. The results show this particular group of students has a neutral to positive outlook on classroom translanguaging. The high number of neutral responses may mean students are indifferent to translingual pedagogy or that these students are conditioned to work within a context where code switching and translanguaging happen frequently.

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RiveraA. J., & MazakC. M. (2017). Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom. HOW Journal, 24(1), 122-138.
Reports on Pedagogical Experiences
Author Biographies

Adrian J. Rivera, Indiana University-Purdue University Fort Wayne

Adrian J. Rivera graduated from the University of Puerto Rico (Mayaguez) with a Master’s in English Education in 2015. He is a Limited Term Lecturer of English Indiana University-Purdue University, Fort Wayne, as well as the ESOL Tutor at Ivy Tech Community College, Fort Wayne.

Catherine M. Mazak

Catherine M. Mazak is co-director of CeIBA (Centro para la investigación del bilingüismo y aprendizaje [Center for research on bilingualism and learning]) and associate professor of English at the University of Puerto Rico, Mayagüez. She studies bilingualism and translanguaging practices in higher education using ethnographic research methods.


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