Title: English-only Instruction in Tertiary-level L2 Writing: An Exploratory Study with Translingualism
Author(s): Md. Akteruzzaman, Assistant Professor, Department of English, East Delta University, Bangladesh and S. M. Javed Anwar, Lecturer, Department of English, East Delta University, Bangladesh 

Publication Information
Journal Title: Palimpsest - East Delta University Journal of English Studies
Volume No: 02, Issue No: 01, Year: 2020, Pages: 32-44
Publisher: Department of English, East Delta University, Chattogram, Bangladesh
Type of Publication: Research Article
Received: 26 November 2020, Accepted: 25 February 2021, Published: 07 December 2021
DOI: https://doi.org/10.46603/pedujes.v2i1.4
Abstract
Since CLT's propagation emphasises teaching English monolingually in an adamant manner, the tide has been set to follow that trend blindly. However, English-only instruction has been under debate recently, particularly in non-native teaching contexts. This paper questions the credibility of English-only instruction in teaching tertiary-level L2 writing in Bangladesh. Through small-scale action research with 36 students studying at a private university, the researchers discover that inconsistent dependency on English as the only medium of instruction has far-reaching effects on academic writing perception in a multilingual setting. The initial findings suggest that students from Bangla-medium background, who are taught following NCTB (National Curriculum and Textbook Board) syllabus, constitute the most considerable portion of the affected community. To address the issue, participants were trained following a translingual action plan. A comparative analysis between their former and subsequent performances projects that application of translingual practices has a constructive influence that can equip the learners with a deeper understanding of academic writing. It also proposes that other than trying to fit the learners into the scaffold of English-only instruction, the novice writers should be taught translingually. 
Keywords
L2 writing, English-only instruction, translingualism, CLT in Bangladesh, action research 
ReferencesAgudo, J. d. (Ed.). (2017). Native and Non-Native Teachers in English Language Classrooms: Professional Challenges and Teacher Education. Boston: De Gruyter.Akteruzzaman, M., & Islam, R. (2017). English, Education, and Globalisation: A Bangladesh Perspective. IAFOR Journal of Education, 05(01), 185-206.Akteruzzaman, M., & Sattar, S. B. (2020). The Struggles of Attending Introductory English Courses in Bangladeshi Universities. International Journal of Linguistics, Literature and Translation (IJLLT), 3(7), 223-234.Alam, F., Zaman, N., & Ahmed, T. (2001). Revisioning English in Bangladesh. Dhaka: The University Press Limited.Albright, Z. L., & Langan, J. (2019). Exploring Writing: Paragraphs and Essays (4th ed.). New York: McGraw-Hill Education.Altbach, P. G. (1995). Education and neocolonialism. In B. Ashcroft, G. Griffiths, & H. Tiffin (Eds.), The post-colonial studies reader (pp. 452-456). New York: Routledge.Anderson, J. (2018). Reimagining English language learners from a translingual perspective. ELT Journal, 72(1), 26–37. doi:https://doi.org/10.1093/elt/ccx029Anderson, J., & Lightfoot, A. (2018). Translingual practices in English classrooms in India: current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism. doi:https://doi.org/10.1080/13670050.2018.1548558  Auerbach, E. R. (1993). Reexamining English Only in the ESL Classroom. TESOL Quarterly, 27(1), 9-32.Baker, W. (2015). Culture and Identity through English as a Lingua Franca: Rethinking Concepts and Goals in Intercultural Communication. Berlin: Walter de Gruyter .Bandiera, O., Mohnen, M., Rasul, I., & Viarengo, M. (2019). Nation-building Through Compulsory Schooling during the Age of Mass Migration. The Economic Journal, 129(617), 62–109. doi:https://doi.org/10.1111/ecoj.12624Bishop, R., & Glynn, T. (2003). Culture Counts: Changing Power Relations in Education. London: Zed Books.Canagarajah, A. S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. London: Routledge.Chen, X. (2017). Translingual Practices in the First-year International Students’ English Academic Writing. INTESOL Journal, 14(1), 25-50.Chittagonian. (2020). Retrieved from Ethnologue: https://www.ethnologue.com/language/ctgCombs, M. C. (2014). "Performing goofiness" in teacher education for emergent bilingual students. Advances in Research on Teaching, 21, 287-312. doi:https://doi.org/10.1108/S1479-368720140000021010Corcoran, L. (2017). "Languaging 101": Translingual Practices for the Translingual Realities of the SEEK Composition Classroom. Journal of Basic Writing, 36(2), 54-77.Crawford, J. (2008). Advocating for English Learners: Selected Essays. New Delhi: Multilingual Matters.Curtis, A., & Romney, M. (Eds.). (2006). Color, Race, and English Language Teaching: Shades of Meaning. London: Lawrence Erlbaum Associates.David, S. S., Pacheco, M. B., & Jiménez, R. T. (2019). Designing Translingual Pedagogies: Exploring Pedagogical Translation through a Classroom Teaching Experiment. Cognition and Instruction, 37(2), 252–275. doi:https://doi.org/10.1080/07370008.2019.1580283Dong, Y. R. (2002). Integrating Language and Content: How Three Biology Teachers Work with Non-English Speaking Students. International Journal of Bilingual Education and Bilingualism, 5(1), 40-57. doi:https://doi.org/10.1080/13670050208667745Dong, Y. R. (2019). Teaching English Language Learners in Secondary Subject Matter Classes (2nd ed.). New York: Information Age Publishing.Dovchin, S., Sultana, S., & Pennycook, A. (2015). Relocalizing the translingual practices of young adults in Mongolia and Bangladesh. Translation and Translanguaging in Multilingual Contexts, 1(1), 4–26. doi:https://doi.org/10.1075/ttmc.1.1.01dov(1997). Equal Educational Opportunity and Nondiscrimination for Students with Limited English Proficiency: Federal Enforcement of Title VI and Lau V. Nichols. Washington, D.C.: United States Commission on Civil Rights.Erling, E. J., Hamid, M. O., & Seargeant, P. (2013). Grassroots attitudes to English as a language for international development in Bangladesh. In E. J. Erling, & P. Seargeant (Eds.), English and Development: Policy, Pedagogy and Globalization. London: Multilingual Matters.Erling, E. J., Seargeant, P., & Solly, M. (2014). English in rural Bangladesh: How is language education perceived as a resource for development in rural communities? English Today, 30(4), 15-21. doi:https://doi.org/10.1017/S0266078414000352Gándara, P. (2012, Mar 16). The Impact of English-Only Instructional Policies on English Learners. Retrieved from Colorín Colorado: https://www.colorincolorado.org/article/impact-english-only-instructional-policies-english-learnersGarcía, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan.Hackert, S. (2012). The Emergence of the English Native Speaker: A Chapter in Nineteenth-Century Linguistic Thought. Berlin: Walter de Gruyter.Hamid, M. O., & Erling, E. J. (2015). English-in-Education Policy and Planning in Bangladesh: A Critical Examination. In R. Kirkpatrick (Ed.), English Language Education Policy in Asia (pp. 25-48). New Delhi: Springer.Horner, B., & Tetreault, L. (2017). Crossing Divides: Exploring Translingual Writing Pedagogies and Programs. New York: Utah State University Press.Horner, B., Lu, M.-Z., Royster, J. J., & Trimbur, J. (2011). Language Difference in Writing: Toward a Translingual Approach. College English, 73(3), 303-321. doi:https://www.jstor.org/stable/25790477Ijalba, E., & Velasco, P. (2019). Political, Social, and Educational Challenges in the Struggle to Develop Bilingual Education as a Pedagogical Model in the United States. In E. Ijalba, P. Velasco, & C. J. Crowley (Eds.), Language, Culture, and Education: Challenges of Diversity in the United States. New Delhi: Cambridge University Press. doi:https://doi.org/10.1017/9781139976725Kecskes, I. (2018). How Does Intercultural Communication Differ from Intracultural Communication? In A. Curtis, & R. Sussex (Eds.), Intercultural Communication in Asia: Education, Language and Values (pp. 115-135). London: Springer.Kiernan, J., Meier, J., & Wang, X. (2017). Translingual approaches to reading and writing: Centering students’ languages and cultures within reflective practices of translation. L1-educational Studies in Language and Literature, 1-18.Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.Mina, L. W., & Cimasko, T. (2020). Expectations, Mismatches, and Translingual Dispositions in Teaching Multilingual Students. In A. Frost, J. Kiernan, & S. B. Malley (Eds.), Translingual Dispositions: Globalized Approaches to the Teaching of Writing. New York: University Press of Colorado. doi:10.37514/INT-B.2020.0438.2.03Mohsin, A. (2003). Language, Identity, and the State of Bangladesh. In S. Ganguly, & M. E. Brown (Eds.), Fighting Words: Language Policy and Ethnic Relations in Asia (pp. 81-104). London: The MIT Press.Mojumder, F., & Roshid, M. M. (2018). Lessons Learned: From Emerging Realities to Implications for the Future of Education in Bangladesh. In R. Chowdhury, M. Sarkar, F. Mojumder, & M. M. Roshid (Eds.), Engaging in Educational Research: Revisiting Policy and Practice in Bangladesh (pp. 335-351). Singapore: Springer.National Education Policy 2010. (n.d.). Retrieved Jan 12, 2021, from Ministry of Education: https://moedu.gov.bd/sites/default/files/files/moedu.portal.gov.bd/page/ad5cfca5_9b1e_4c0c_a4eb_fb1ded9e2fe5/National%20Education%20Policy-English%20corrected%20_2_.pdf  O'Leary, Z. (2004). The Essential Guide to Doing Research. London: Sage.Parise, F. G., & Ting, Y. L. (2010). Taking CLIL-Science beyond Merely Language + Science: A Case Study . In M. C. Varela, F. J. Polo, L. G. García, & I. M. Martínez (Eds.), Current Issues in English Language Teaching and Learning: An International Perspective (pp. 113-130). Newcastle upon Tyne: Cambridge Scholars Publishing.Pennycook, A. (2008). Translingual English. Australian Review of Applied Linguistics, 31(3), 30.1 - 30.9. doi:https://doi.org/10.2104/aral0830Phillipson, R. (1992). Linguistic Imperialism. Oxford: OUP Oxford.Rahman, A. (2015). Secondary English education in Bangladesh: A critical review. In B. Spolsky, & K. Sung (Eds.), Secondary School English Education in Asia: From policy to practice (pp. 85-102). London: Routledge. doi:https://doi.org/10.4324/9781315760636Rahman, M. M., & Pandian, A. (2018). A Critical Investigation of English Language Teaching in Bangladesh: Unfulfilled expectations after two decades of Communicative Language Teaching. English Today, 34(3), 43-49. doi:https://doi.org/10.1017/S026607841700061XRahman, M. M., Islam, M. S., Karim, A., Chowdhury, T. A., Rahman, M. M., Seraj, P. M., & Singh, M. K. (2019). English language teaching in Bangladesh today: Issues, outcomes and implications. Language Testing in Asia, 9(15). doi:https://doi.org/10.1186/s40468-019-0085-8Rahman, M. S., & Karim, S. M. (2015). Problems of CLT in Bangladesh: Ways to Improve. International Journal of Education Learning and Development, 3(3), 75-87.Rajendram, S. (2020). A Pedagogy of Multiliteracies and its Role in English Language Education. In P. Vinogradova, & J. K. Shin (Eds.), Contemporary Foundations for Teaching English as an Additional Language: Pedagogical Approaches and Classroom Applications. New York: Routledge.Rasheed, M. (2012). Learning English Language in Bangladesh: CLT and Beyond. Critical Literacy: Theories and Practices, 6(2), 31-49.Sela, O. (2012). Not Just in Theory: Theoretical Aspects of Transcultural Blended Learning and Teaching Curriculum Design. In E. J. Francois (Ed.), Transcultural Blended Learning and Teaching in Postsecondary Education (pp. 92-109). New York: IGI Global.Silva, T. J., & Wang, Z. (2020). Reconciling Translingualism and Second Language Writing. New York: Taylor & Francis.Snow, D. (2018). Intercultural Communication in English Courses in Asia: What Should We Teach About? In A. Curtis, & R. Sussex (Eds.), Intercultural Communication in Asia: Education, Language and Values (pp. 55-71). New York: Springer. doi:https://doi.org/10.1007/978-3-319-69995-0Spring, J. (2008). Globalization of Education: An Introduction. New York: Routledge.Susser, B. (1994). Process approaches in ESL/EFL writing instruction. Journal of Second Language Writing, 3(1), 31-47. doi:https://doi.org/10.1016/1060-3743(94)90004-3Valdes, J. M. (Ed.). (1986). Culture Bound: Bridging the Cultural Gap in Language Teaching. NY: Cambridge University Press.Young, V. A., Barrett, R., Young-Rivera, Y., & Lovejoy, K. B. (2014). Other People's English: Code-Meshing, Code-Switching, and African American Literacy. New York: Teachers College Press.Zacchi, V. J. (2016). Multimodality , mass migration and English language teaching. Revista Brasileira de Linguística Aplicada, 16(4), 595-622. doi:https://doi.org/10.1590/1984-639820169877
English-only Instruction in Tertiary-level L2 Writing_pedujes.v2i1.4.pdf