Translanguaging as EFL Teaching Method

Abstract

There has been a heated debate about which method of the two, monolingual or bilingual, is more effective in ESL classrooms. As societal demands are shifting upon learning foreign languages, new approaches to second language teaching are rejecting the monolingual norm and long-standing views about acquiring L2 are challenged. The article offers an overview of the literature on this issue and this overview serves as the basis for an updated framework that indicates necessary areas of change in conceptualization from monolingual to bilingual norm. It can help bring new light onto effective uses of linguistic resources in foreign language teaching, which may lead to the speeding up of the L2 acquiring process. The article also discusses the difference between code-switching and translanguaging and concludes that the two terms cannot be perceived as one and the same. The article suggests that teachers in English language classrooms should be taught ways to incorporate L1 in teaching L2 and offer intentional translanguaging pedagogies to their learners.

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

“…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).…”