Intersectionality of Gender and Translanguaging: Implications for Educational Practices

Abstract

This qualitative study investigates the challenges of teaching English as a foreign language, focusing on the issue of students’ lack of vocabulary acquisition. The research employs a translanguaging approach, defined as the flexible use of multiple languages within the classroom, which helps students leverage their linguistic resources to enhance vocabulary retention and comprehension. The study also explores gender-related differences in English language learning, observing distinct patterns in how male and female students engage with vocabulary and language use. Using a narrative inquiry method, data were collected through interviews with two English teachers at MA Darun Najah. These interviews provided in-depth insights into the teachers' experiences with translanguaging and gender dynamics in their classrooms. Previous research has emphasized the positive effects of translanguaging on multilingual learning outcomes. The aim of this study is to examine how translanguaging can address vocabulary acquisition challenges while promoting a gender-sensitive, inclusive learning environment.