Electronic Thesis and Dissertation Repository

Thesis Format



Doctor of Education




Dr. Julie Byrd Clark


This study investigated the use of translanguaging strategies by Jordanian graduate students in Ontario, Canada, as a means of adjusting to the local language and culture. It further scrutinizes the influence of these practices on their identities. The study also probes into the potential opportunities and impediments that these students may encounter in higher educational establishments in Ontario.

Data collection was accomplished through semi-structured online interviews, which were subject to qualitative analysis to respond to the research queries. The analytical process was grounded in a theoretical framework combining sociocultural theory, critical literacy, and language ecology, thereby offering a profound understanding of Jordanian graduate students' experiences. The overarching aim of this study was to ascertain the prospective contribution of translanguaging practices in manifesting and articulating their identities.

The study's outcomes reveal that translanguaging practices are a commonplace occurrence across various facets of the participants' daily lives. Participants were found to utilize a multitude of translanguaging strategies, including code-switching, code-mixing, code-meshing, translation, and language crossing. While the participants take pride in their Jordanian, Islamic, and Arab identities, they simultaneously exhibit an ability to reshape and evolve these identities in response to the cultural nuances of Canada. Intriguingly, the research also uncovers a dichotomy in the participants' opinions regarding the usage of translanguaging within classroom settings.

This research encapsulates numerous themes relevant to translanguaging, such as imagined communities, language purity, hybrid identities, maintenance of cultural ties to their native country, and language learning. In addition, this study underscores the need for educators, policymakers, and students to consider integrating translanguaging methodologies into classroom practices and incorporating principles of critical literacy within the education system.

Summary for Lay Audience

This research explored the experiences of Jordanian graduate students studying in Ontario, Canada, and how they use different language strategies to adjust to their new cultural and linguistic environment. This language strategy is called 'translanguaging', where people combine and switch between different languages. The research was interested in how using these strategies might influence the students' sense of who they are.

To gather information, online interviews were held with the students. Their responses were then deeply analyzed based on theories related to culture, literacy, and language use. The goal was to understand if and how translanguaging could help these students express their evolving identities.

The results showed that the students use translanguaging in many parts of their daily lives, including switching, mixing, or blending different languages, translating, and crossing between languages. Despite proudly identifying as Jordanians and Arabs, these students also showed they could adapt and reshape their identities to fit into their new Canadian surroundings. There was, however, some disagreement among them about using translanguaging in classrooms.

The research shed light on various aspects of translanguaging like the concept of 'imagined communities', the idea of 'language purity', the formation of mixed or 'hybrid' identities, keeping cultural connections with Jordan, and learning languages. The study suggests that it would be helpful for teachers, school officials, and students to think about using these translanguaging strategies in classrooms and teaching methods.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License


Correction to reference list.