Exploring translanguaging: a case study of a madrasah in Tower Hamlets

Article


Hassan, N. and Ahmed, Kamal 2015. Exploring translanguaging: a case study of a madrasah in Tower Hamlets. Research in Teacher Education. 5 (2), pp. 23-28. https://doi.org/10.15123/PUB.4763
AuthorsHassan, N. and Ahmed, Kamal
Abstract

This paper is motivated by the empowering experience of one of the authors
in a madrasah (private Islamic secondary school) setting where translanguaging
was applied as a teaching and learning tool during analytical exegesis of
historical sources. This positive experience subsequently provided the stimuli
for the authors to explore the wider mainstream potential of translanguaging
as a strategy to engage and extend bilingual and multilingual learners. This case
study aims to investigate how multilingual competencies in a madrasah in Tower
Hamlets, an east London borough, are utilised through translanguaging to teach
the core content of the curriculum. Research has demonstrated the positive
impacts of bi/multilingual learning in England (Kenner et al. 2008) and America
(Thomas & Collier 2002); this case study will aim to expand on previous research
by demonstrating how a variety of languages can be and are being employed
effectively within classroom environments in the supplementary sector by
observing how teachers and students combine and alternate between Arabic,
Urdu, Sylheti and English to engage with the curriculum content.

JournalResearch in Teacher Education
Research in Teacher Education
Journal citation5 (2), pp. 23-28
ISSN2046-1240
2047-3818
Year2015
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
CC BY
Digital Object Identifier (DOI)https://doi.org/10.15123/PUB.4763
Web address (URL)http://www.uel.ac.uk/rite
Publication dates
PrintNov 2015
Publication process dates
Deposited28 Jan 2016
Permalink -

https://repository.uel.ac.uk/item/85422

Download files


Publisher's version

Explore this article

Explore this article

Editorial
Czerniawski, G. 2015. Editorial. Research in Teacher Education. 5 (2), p. 5. https://doi.org/10.15123/PUB.4759
Widening participation in Higher Education: reshaping identities of non-traditional learners
Burnell, I. 2015. Widening participation in Higher Education: reshaping identities of non-traditional learners. Research in Teacher Education. 5 (2), pp. 6-11. https://doi.org/10.15123/PUB.4760
Smoothing the ride: an exploration of students’ experiences and perceptions of the transition from a Level 3 qualification to a higher education programme (Level 4) in a further education Institution
Roffey-Barentsen, J. 2015. Smoothing the ride: an exploration of students’ experiences and perceptions of the transition from a Level 3 qualification to a higher education programme (Level 4) in a further education Institution. Research in Teacher Education. 5 (2), pp. 12-16. https://doi.org/10.15123/PUB.4761
The biography of music teachers, their understanding of musicality and the implications for secondary music education
Dalladay, C. 2015. The biography of music teachers, their understanding of musicality and the implications for secondary music education. Research in Teacher Education. 5 (2), pp. 17-22. https://doi.org/10.15123/PUB.4762
Home is where the heart is: the home learning environment, place-based education and access to green space
Herrington, N. 2015. Home is where the heart is: the home learning environment, place-based education and access to green space. Research in Teacher Education. 5 (2), pp. 29-31. https://doi.org/10.15123/PUB.4764
How can I improve provision for mathematics on a primary PGCE Initial Teacher Education programme in a context of national change?
Tyrrell, C. 2015. How can I improve provision for mathematics on a primary PGCE Initial Teacher Education programme in a context of national change? Research in Teacher Education. 5 (2), pp. 32-37. https://doi.org/10.15123/PUB.4765
Examining ethnomusicology through 60 years of steel bands in the UK, and almost 50 years of steel bands in British schools
McCalman, Lionel 2015. Examining ethnomusicology through 60 years of steel bands in the UK, and almost 50 years of steel bands in British schools. Research in Teacher Education. 5 (2), pp. 38-42. https://doi.org/10.15123/PUB.4766
The role of research in teacher education
Smith, Kari 2015. The role of research in teacher education. Research in Teacher Education. 5 (2), pp. 43-46. https://doi.org/10.15123/PUB.4767
Book Reviews
White, Rose, Tymms, Mark, Herrington, N. and Waheed, Zarina 2015. Book Reviews. Research in Teacher Education. 5 (2), pp. 47-50. https://doi.org/10.15123/PUB.4768
  • 149
    total views
  • 212
    total downloads
  • 3
    views this month
  • 4
    downloads this month

Export as

Related outputs

Research in Teacher Education: Volume 5, No.2, November 2015
Czerniawski, G., Burnell, I., Roffey-Barentsen, J., Dalladay, C., Hassan, N., Herrington, N., Tyrrell, C., McCalman, Lionel, Smith, Kari, White, Rose, Ahmed, Kamal, Tymms, Mark and Waheed, Zarina 2015. Research in Teacher Education: Volume 5, No.2, November 2015. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.8919x
Sociology of Education
Boronski, T. and Hassan, N. 2015. Sociology of Education. SAGE Publications.
Book Reviews [ October 2014]
Hassan, N., Paffard, Fran, Copping, Adam and Burns, Michele J. 2014. Book Reviews [ October 2014]. Research in Teacher Education. 4 (2), pp. 45-48. https://doi.org/10.15123/uel.8580z
Research in Teacher Education: Volume 4, No.2, October 2014
Wells, D., von Bargen, Imke, Kilbride, D., Baker, A., Hamblin, Declan, Trimmer-Platman, T., Mayer, Diane, Hassan, N., Paffard, Fran, Copping, Adam and Burns, Michele J. 2014. Research in Teacher Education: Volume 4, No.2, October 2014. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.8917w
Are faith schools educationally defensible?
Ameen, Ruhul and Hassan, N. 2013. Are faith schools educationally defensible? Research in Teacher Education. 3 (1), pp. 11-17. https://doi.org/10.15123/uel.85x86
Research in Teacher Education: Volume 3, No.1, April 2013
Czerniawski, G., Edmonds, C., Ameen, Ruhul, Herrington, N., Macklin, J., Ayres, D., Clarke, J., Menter, Ian, Kidd, W., Wells, D., Hassan, N., Tyrrell, C., Poon, Kokhung, Pye, T., Alexandrou, Alex and Mudd, Janine 2013. Research in Teacher Education: Volume 3, No.1, April 2013. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.89176