Speaker
Description
In university classrooms, students should be allowed to draw on their full linguistic repertoires to support comprehension, expression, and confidence—yet classroom policies and teacher beliefs do not always acknowledge these resources. This poster shares findings from my ongoing research on translanguaging practices within advising and classroom interactions, focusing on how the intentional use of Japanese and English can promote greater equity and access for learners with diverse proficiencies. Through qualitative analysis of advising sessions and student feedback, I highlight moments where flexible language use reduced anxiety, clarified goals, and enabled more meaningful engagement with English. The poster also includes practical strategies teachers can adopt to leverage students’ L1 as a pedagogical tool that fosters inclusion, agency, and sustained motivation.
| Presentation location | In person (Kumamoto) |
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