Linguistic hybridity for Educators
Welcome to the 30-minute intensive course about linguistic hybridity for faculty members. This course is designed for teachers and professors in Qatar who aim to offer a more inclusive and personalized education.
As you may know, the introduction of new cultures and linguistic practices in Qatar has risen in the past decades. However, one new challenge is merging such new practices in the classroom setting. This way, in the following 30 minutes, we are going to explore the following topics and ideas:
Topics Covered
Linguistic-hybridity
Translanguaging
Code-switching
Arabizi
Linguistic Hybridity
Linguistic hybridity can be defined as how dynamic new linguistic practices are used in daily life. For example, ways of mixing languages and discourses have been referred to as “translingual practices” (Hopkyns, Zoghbor, & Hassall, 2021), which authors consider a sub-set of linguistic hybridity.
Despite translanguaging being the primary focus of this course, we must also briefly explore code-switching and Arabizi. Firstly, code-switching is inside translanguaging, but “while code-switching refers narrowly to swapping between two or more systems of language, translanguaging refers more broadly to the implications of bilingualism for certain purposes such as maximizing communication potential” (Hopkyns, Zoghbor, and Hassall, 2021, p.178).
Secondly, Arabizi relates to the sole mixing of English and Arabic. However, a study with Emirati University students from an English medium of Instruction demonstrated that 52% felt terrible about using Arabizi. In this case, we will focus on the practice that yields the best feelings in students: translanguaging.
Using Translangualism in the Classroom
We must put ourselves in the shoes of multilingual students in the Gulf. As Hillman (2022) mentions regarding those who refrain from translangualism due to linguistic shame, “they [students] were constantly adjusting their speech as a result of shaming.” As an educator, one must create a welcoming environment for students to freely speak and learn. In the following part, we are going to learn from edutopia on how to use translangualism.
Edutopia's teachings
The respected award-winning organization edutopia.org suggests four interesting ways to make classrooms more inclusive for multilingual learners.
1. Incorporate your students’ language in the classroom: One example is pairing students with classmates who speak the same language. This can help them further their reasoning on that idea, considering those students are experts in their language, and reasoning may be more effective in their native language.
2. Be dramatic and visual: To those newly introduced to a new language, make sure as a teacher or professor to make learning appealing and visually easy to understand. It may be hard for students to understand concepts simply by listening.
3. Provide learning resources that reflect diverse realities: Your students come from varied backgrounds. Enabling them to learn while connecting to their previous experiences will enrich their learning.
Your goal as an educator is to "extend their [students'] first language—not replace it," as mentioned by edutopia.org. It is challenging to incorporate such practices, but the learning outcomes may yield fantastic results in the future.
Next, we are going to explore how such practices are being used in schools in the United States, where Spanish speakers from Abraham Lincoln Middle School in Selma, CA, have the chance to use their primary language to support their reasoning and learning process:
Abraham Lincoln Middle School (Selma, CA)
As the teacher, Mr. Efraín Tovar, mentioned in the video: "The goal is for them [students] to be proficient in both languages." This helps us reach our main idea of this course: translanguaging enables students to express and formulate better ideas. Then, as a faculty member, you may prefer to focus on helping your students formulate better ideas, where translanguaging will help. Tranlanguaging has the chance to foster the student's identity, using a complete linguistic repertoire that fosters learning and the student's complex set of identities.
Additionally, translanguaging applies to all languages (Hopkyns, Zoghbor, & Hassall, 2020), making it not restricted to the Gulf. Despite you being now a faculty member in Qatar, you may be able to employ those learned concepts in different settings.
Middle School, High School, University, etc.
As the Dean of Education from Carnegie Mellon University in Qatar, Dr. Dudley Reynolds, mentions, mixing languages should be extended to students of all ages, as translanguaging is natural for all ages. Especially in the Gulf, as people early interact with different languages, from elementary to high school, educators should accept such practices in their classrooms.
Conclusion
By using translangualism in your classroom, you will create a comfortable environment for free communication, exploring the full linguistic repertoire of each student, and seeking to explore each student’s full potential.
Certificate Examination
Thank you very much for your time. Below you will see 6 questions that will assess your understanding level of linguistic hybridity and the best alternatives to use translangualism in the classroom. After succeeding in the quiz, feel free to claim your certificate. Good luck!