Translanguaging as a way to fostering EFL learners’ criticality in a hybrid course design

Affording Vietnamese EFL Students’ Critical Thinking in Video-Translation Tasks

“…This, therefore, transparently confirms past research results regarding the great possibility of creating course task-based opportunities in various ways by teachers for EFL students to deploy and improve CT, including self-regulation (Dörnyei, 2005;Gunawardena et al, 2017;Fahmeeda, 2020;Majidi et al, 2021;Ouhiba, 2022;Qin & Karabacak, 2010;Sakae, 2022;Sumarni & Kadarwati, 2020;Yang et al, 2013;and others). Furthermore, given the utility of translanguaging necessitated in this coursework operation (i.e., translating spoken English video input into Vietnamese equivalent output, followed by producing reflections in written English form), the present study also agreed with previous research on the helpful involvement of translanguaging because students highly likely employ a full range of language skill repertoire and knowledge of cultural frames from both L2 and L1 experience in performing tasks given (Baker 2011;Cenoz & Gorter, 2022;Garcia, 2009;Treffers-Daller et al, 2020;Wei, 2011;Yüzlü & Dikilitaş, 2022a), especially when the ability to decently transcend between the two working languages at hand is primed in bilingual communication and EFL translation courses like one in the present study. As Cenoz and Gorter (2022) endorsed that "There is not a single way to implement pedagogical translanguaging, but in all cases, the aim is to promote the activation of the learners' multilingual repertoire in a way that is pedagogically planned" (p.351).…”

“…Then, in its turn, the writing reflection involves not only English writing skills but other thinking/reasoning ones, that is, CT-based act categories (3) and ( 4). This L1-L2 transcending approach is firmly backed up by past research reporting that translanguaging was supportively manipulated in the manifestation of L1 language input as reading and discussing while processing L2 language output as writing, which moved students to transcend and go beyond the two languages in a critical and creative process (Baker, 2011;Bolkvadze, 2023;Cenoz & Gorter, 2022;Garcia, 2009;Treffers-Daller et al, 2020;Wei, 2011;Yüzlü, & Dikilitaş, 2022a). As Yüzlü and Dikilitaş (2022b) observed that "Translanguaging can serve different purposesmaking meaning, facilitating learning, promoting communicative abilities" (p.186) supported by the assumption that "the boundaries between languages are soft and fluent and that students should benefit from being multilingual by using resources from their whole linguistic repertoire" (Cenoz & Gorter, 2022, p.344).…”

Pedagogical Translanguaging as A Practice in the ESL or EFL Classrooms: A Scoping Review

“…Evidently, this asserts that students' learning is maximised when they are not prevented from drawing on the linguistic abilities they already possess but rather encouraged to do so. Another exploratory study by Yuzlu and Dikilitas (2022c) explored the way EFL students develop criticality while taking a course that was driven by translanguaging pedagogy. The study required the students to carry out presentations, conduct debates, and write reflective papers.…”

“…From these studies, it could be deduced that creating space and providing resources for translanguaging are essential in supporting students in fully utilising their linguistic repertoire. Thus, this urges teachers to create a multilingual learning environment in maximising the academic potentials of their students' (Wang & Li, 2022;Yuzlu & Dikilitas, 2022c). For instance, bilingual or multilingual resources should be readily accessible for the students in their classrooms.…”

An experimental study on the influence of instructional mobile applications in enhancing listening comprehension of rural students in India

“…Thus, students struggle to learn the English language and this might be attributed to the lack of focus on language skills (Spada and Lightbown, 2019). When the aspects of the language learning process are looked into, concentration, understanding, and memory are the important components (Yüzlü and Dikilitaş, 2022). Thus, it is important to provide students adequate time to develop their listening skills in the classroom and promote self-learning (Hamid and Idrus, 2021).…”