Phương pháp tiếp cận chuyển ngữ trong lớp học nói tiếng Anh: Xu hướng mới trong dạy ngôn ngữ

S. P. Rao, “The importance of speaking skills in English classrooms,” Alford Council of International English and Literature Journal, vol. 2, pp. 6–18, 2019.

G. Brown and G. Yule, Teaching the Spoken Language. Cambridge, U.K.: Cambridge Univ. Press, 1983.

A. Bueno, D. Madrid, and N. McLaren, TEFL in Secondary Education. Granada, Spain: Editorial Universidad de Granada, 2006.

T. Q. Tran and T. K. T. Nguyen, “Equity and inclusion in business English courses: L2 students’ translanguaging,” in Differentiated Instruction, Equity, and Inclusion in Language Education. Hershey, PA, USA: IGI Global, 2025, pp. 121–144. DOI: https://doi.org/10.4018/979-8-3693-6497-0.ch005

T. Anouk, B. Elma, L. Paul, and M. Sarah, “Translanguaging challenges in multilingual classrooms: Scholar, teacher and student perspectives,” Int. J. Multilingualism, vol. 18, no. 3, pp. 1–24, 2019, doi: 10.1080/14790718.2019.1686002. DOI: https://doi.org/10.1080/14790718.2019.1686002

N. V. Chicherina and S. Y. Strelkova, “Translanguaging in English language teaching: Perceptions of teachers and students,” Educ. Sci., vol. 13, no. 86, 2023, doi: 10.3390/educsci13010086. DOI: https://doi.org/10.3390/educsci13010086

A. Creese and A. Blackledge, “Translanguaging in the bilingual classroom: A pedagogy for learning and teaching,” Mod. Lang. J., vol. 94, no. 1, pp. 103–115, 2010. DOI: https://doi.org/10.1111/j.1540-4781.2009.00986.x

O. Garcia and L. Wei, Translanguaging: Language, Bilingualism and Education. New York, NY, USA: Palgrave Macmillan, 2014. DOI: https://doi.org/10.1057/9781137385765_4

S. Canagarajah, “Translanguaging in the classroom: Emerging issues for research and pedagogy,” Appl. Linguist. Rev., vol. 2, pp. 1–28, 2011, doi: 10.1515/9783110239331.1. DOI: https://doi.org/10.1515/9783110239331.1

F. Fang, “Re-positioning accent attitude in the Global Englishes paradigm: A critical phenomenological case study in the Chinese context,” Appl. Linguist., vol. 5, pp. 940–943, 2020, doi: 10.1093/applin/amaa049. DOI: https://doi.org/10.1093/applin/amaa049

H. Liu, X. Zhang, and F. Fang, “Young English learners’ attitudes towards China English: Unpacking their identity construction with implications for secondary level language education in China,” Asia Pacific J. Educ., pp. 1–16, 2021, doi: 10.1080/02188791.2021.1908228. DOI: https://doi.org/10.1080/02188791.2021.1908228

G. Lewis, B. Jones, and C. Baker, “Translanguaging: Developing its conceptualisation and contextualisation,” Educ. Res. Eval., vol. 18, no. 7, pp. 655–670, 2012, doi: 10.1080/13803611.2012.718490. DOI: https://doi.org/10.1080/13803611.2012.718490

T. Tran, T. Duong, and D. Nguyen, “Learning engagement in academic writing classes via translanguaging among English majors: A convergent mixed-methods study,” in SAGE Research Methods: Data and Research Literacy. London, U.K.: SAGE Publ., 2025, doi: 10.4135/9781036217204. DOI: https://doi.org/10.4135/9781036217204

T. Q. Tran, “Translanguaging in English language teaching: From theory to practice,” in Proc. 6th Nat. Conf. Language and Language Teaching (NCOLLT), Universitas PGRI Adi Buana Surabaya, Indonesia, 2021, pp. 1–10.

D. Liu, “A study of graduate students’ perceptions towards pedagogical translanguaging at an international university in Bangkok,” M.S. thesis, Assumption Univ., Bangkok, Thailand, 2021.

S. Canagarajah, Translingual Practice: Global Englishes and Cosmopolitan Relations. London, U.K.: Routledge, 2012. DOI: https://doi.org/10.4324/9780203073889

N. Klapwijk and C. Van der Walt, “English-plus multilingualism as the new linguistic capital? Implications of university students’ attitudes towards language of instruction in a multilingual university,” J. Lang. Identity Educ., vol. 15, no. 2, pp. 67–82, 2016, doi: 10.13140/RG.2.1.1493.6806. DOI: https://doi.org/10.1080/15348458.2015.1137475

A. J. Rivera and C. M. Mazak, “Analyzing student perceptions on translanguaging: A case study of a Puerto Rican university classroom,” How, vol. 24, no. 1, pp. 122–138, 2017, doi: 10.19183/how.24.1.312. DOI: https://doi.org/10.19183/how.24.1.312

A. Muthanna and P. Miao, “Chinese students’ attitudes towards the use of English-medium instruction into curriculum courses: A case study of a national key university in Beijing,” J. Educ. Training Stud., vol. 3, no. 5, pp. 59–69, 2015, doi: 10.11114/jets.v3i5.920. DOI: https://doi.org/10.11114/jets.v3i5.920

R. Kircher, “Language attitudes among adolescents in Montreal: Potential lessons for language planning in Quebec,” Nottingham French Stud., vol. 55, no. 2, pp. 239–259, 2016, doi: 10.3366/nfs.2016.0151. DOI: https://doi.org/10.3366/nfs.2016.0151

J. Adamson and D. Coulson, “Translanguaging in English academic writing preparation,” Int. J. Pedagogies Learn., vol. 10, no. 1, pp. 24–37, 2015, doi: 10.1080/22040552.2015.1084674. DOI: https://doi.org/10.1080/22040552.2015.1084674

A. Carstens, “Translanguaging as a vehicle for L2 acquisition and L1 development: Students’ perceptions,” Lang. Matters, vol. 47, no. 2, pp. 203–222, 2016, doi: 10.1080/10228195.2016.1153135. DOI: https://doi.org/10.1080/10228195.2016.1153135

M. F. Pajares, “Mobile times, mobile terms: The trans-super-poly-metro movement,” in N. Coupland, Ed., Sociolinguistics: Theoretical Debates, vol. 62. Cambridge, U.K.: Cambridge Univ. Press, 1992.

H. Fives and M. M. Buehl, “Spring cleaning for the ‘messy’ construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?,” in APA Educational Psychology Handbook, Vol. 2: Individual Differences and Cultural and Contextual Factors. Washington, DC, USA: Amer. Psychol. Assoc., 2012, pp. 471–499. DOI: https://doi.org/10.1037/13274-019

M. Ö. Ölmez and Y. Kirkgöz, “Examining secondary school teachers’ beliefs and purposes about the use of L1 in foreign language classes,” Educ. Quart. Rev., vol. 4, no. 1, pp. 596–606, 2021, doi: 10.31014/aior.1993.04.02.269. DOI: https://doi.org/10.31014/aior.1993.04.02.269

C. L. H. Nguyen and T. Q. Tran, “High school L2 teachers’ enactment of translanguaging in English speaking classrooms,” Indones. J. Appl. Linguist., vol. 15, no. 1, pp. 74–86, 2025, doi: 10.17509/ijal.v15i1.75881. DOI: https://doi.org/10.17509/ijal.v15i1.75881

F. Fang and Y. Liu, “Using all English is not always meaningful: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university,” Lingua, 2020, doi: 10.1016/j.lingua.2020.102959. DOI: https://doi.org/10.1016/j.lingua.2020.102959

F. Yuvayapan, “Translanguaging in EFL classrooms: Teachers’ perceptions and practices,” J. Lang. Linguist. Stud., vol. 15, no. 2, pp. 678–694, 2019, doi: 10.17263/jlls.586811. DOI: https://doi.org/10.17263/jlls.586811

T. B. H. Luong, “Exploring the usefulness of translanguaging in a Ha Nam high school: An exploratory action research project,” M.A. thesis, Vietnam Nat. Univ., Hanoi, Vietnam, 2020.

T. K. Pham and T. H. V. Vu, “Vietnamese EFL secondary teachers’ translanguaging use and their perceptions,” HCMCOUJS-Soc. Sci., vol. 13, no. 2, pp. 37–54, 2023, doi: 10.46223/HCMCOUJS.soci.en.13.2.2608.2023. DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.13.2.2608.2023

H. Sarah and D. Sender, “Translanguaging and emotionality of English as a second language (ESL) teachers,” Mouton de Gruyter, vol. 62, no. 3, pp. 1257–1278, 2024, doi: 10.1515/iral-2024-0094. DOI: https://doi.org/10.1515/iral-2024-0094

L. Wei, “Translanguaging and code-switching: What’s the difference?,” May 2018. [Online]. Available: https://blog.oup.com/2018/05/translanguaging-code-switching-difference/.

S. Canagarajah, “Codemeshing in academic writing: Identifying teachable strategies of translanguaging,” Mod. Lang. J., vol. 95, no. 3, pp. 401–417, 2011, doi: 10.1111/j.1540-4781.2011.01207.x. DOI: https://doi.org/10.1111/j.1540-4781.2011.01207.x

W. Baker, Culture and Identity Through English as a Lingua Franca: Rethinking Concepts and Goals in Intercultural Communication. Berlin, Germany: Mouton de Gruyter, 2015. DOI: https://doi.org/10.1515/9781501502149

N. Flores and O. García, “Linguistic third spaces in education: Teachers’ translanguaging across the bilingual continuum,” in D. Little, C. Leung, and P. Van Avermaet, Eds., Managing Diversity in Education: Key Issues and Some Responses. Clevedon, U.K.: Multilingual Matters, 2013, pp. 243–256. DOI: https://doi.org/10.2307/jj.27080075.18

S. Rajendram, “Translanguaging as an agentive, collaborative and socioculturally responsive pedagogy for multilingual learners,” Ph.D. dissertation, Univ. Toronto, Toronto, Canada, 2019.

G. Hall, “Framing the realities of TESOL practice through a translanguaging lens,” in Z. Tian, L. Aghai, P. Sayer, and J. L. Schissel, Eds., Envisioning TESOL Through a Translanguaging Lens in the Era of Post-multilingualism. Cham, Switzerland: Springer, 2020, pp. 1–20. DOI: https://doi.org/10.1007/978-3-030-47031-9_1

ASEAN, Master Plan on ASEAN Connectivity. Jakarta, Indonesia: ASEAN Secretariat, 2011.