Browsing by Author "Hyyppä, Iina"

This thesis studies the effects of translanguaging upon the learning satisfaction of students. Translanguaging is a multilingual learning tool that aims to take advantage of students’ full linguistic skills. The thesis focuses on pedagogical translanguaging in classroom learning situations and the effects of such methods upon the wellbeing and satisfaction of students. As per previous studies into translanguaging and children’s development, it is presumable that there is a strong positive correlation between pedagogical translanguaging and learning satisfaction. Previous studies into translanguaging have covered the subject through various academic subject-specific criteria, such as academic achievement or understanding of subject matter. Studies also show that there is a strong correlation between using one’s heritage, or home, language and psychological wellbeing. In this thesis, translanguaging is observed from the perspective of the learning satisfaction model, a model based on the economic customer’s satisfaction model, analysing various perspectives of student engagement, learning interaction, students’ perceived wellbeing, and pedagogical structure. This thesis conducts a systematic literature review of 12 articles covering the various effects of translanguaging in educational environments, all published after the year 2005. The materials used were collected through the Helka database and all explore translanguaging or multilingualism in relation to some aspect of learning, with exploration of the criteria for learning satisfaction. The learning satisfaction model used for analysing the materials is one previously used within educational studies into various aspects of wellbeing. The findings of the literature review show a strong correlation between pedagogical translanguaging and students’ learning satisfaction. Translanguaging in the classroom is shown to positively affect students’ motivation, social interaction, and academic achievement. Translanguaging is also shown to improve both cognitive skills, such as retention, as well as social competences, such as teamwork skills, inclusion, and tolerance. Translanguaging also significantly improved the contextualization of learned material. Furthermore, the findings offer possible reasons for the limited use of translanguaging pedagogies within schools today; many teachers believe to be acting in the students’ favour in enforcing monolingual learning.