The Effectiveness of Pedagogical Translanguaging for Oral Participation in L3 English Among Arabic-Speaking Pupils in Grades 7-9

Sammanfattning

This study examines pedagogical translanguaging in Swedish and comparable EFL classrooms, with a focus on oral participation among Arabic-speaking learners who study English as an L3 in grades 7-9. It addresses a classroom challenge in multilingual settings. Many pupils participate unevenly in speaking tasks, and classroom language norms shape access to talk, language anxiety, willingness to communicate, and patterns of silence. The study is guided by three research questions. It identifies forms of pedagogical translanguaging reported in empirical EFL classroom studies and how they link to oral participation outcomes. It examines reported relationships between pedagogical translanguaging, language anxiety, and willingness to communicate during oral activities. It also examines how studies describe silence during oral work, with attention to silence as a cognitive processing phase and how pedagogical translanguaging relates to this silence. Data were collected through systematic searches in educational databases. The findings show three consistent patterns. Translanguaging supports oral participation when it helps learners manage meaning, handle task demands, and repair breakdowns, and then return to English talk. Participation is also shaped by affective factors, where anxiety lowers willingness to communicate and supportive task routines strengthen readiness to speak. The studies also show that the way teachers plan the task, and when they allow more than one language, affects whether silence helps pupils prepare to speak or whether it stops them from speaking.