Exploring the use of translanguaging pedagogy to enhance epistemic access for History learners
DOI:
https://doi.org/10.22333/ijme.2026.11531Keywords:
Translanguaging pedagogy, Epistemic access, History, LanguageAbstract
Translanguaging, espoused by Wiliams and expanded by scholars such as Garcia, Tai, and Wei, has become necessary to enhance history learners' epistemic access. It has been demonstrated how it can be implemented to strengthen epistemic access. However, no systematic literature review has focused on how translanguaging pedagogy can enhance learners' epistemic access. Therefore, this literature review aims to explore how translanguaging pedagogy can enhance learners' epistemic access in History by rigorously looking into existing literature on the topic and providing robust results. The study's findings are divided into three themes that discuss the learners' use of their entire linguistic repertoire, the implementation of semiotic resources and multimodal resources to learn and teach History in a way that gives learners epistemic access, and the sense of equality was recommended. The use of the mentioned translanguaging pedagogy elements had different views; other scholars vouched for it, and others were against it. This paper follows a specific structure; it commences with an introduction, followed by methodology, where the Prisma is outlined. I have indicated that out of 25 articles identified, only 10 were used. The findings were thus presented, analysed, and interpreted, and the conclusion, suggestions, and acknowledgements were followed. The conclusion, suggestions, and statements of open data, ethics, and conflicts of interest were detailed afterwards.
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