Language Skills Development via Translanguaging: A Case of EFL Context

Many aspects of the effect of translanguaging have been examined in TESOL and EFL contexts, but few studies have looked at the impact of translanguaging on students' perceptions in the Iranian context; using the evidence of practice-based empirical studies on translanguaging pedagogies, this study attempted to confirm these assertions. The study consisted of ten weeks of contact with ۶۰ pre-intermediate students in one group and ۶۰ upper-intermediate students in the second group at Farhangian University. Half of the students were in the experimental group, and the other half were in the control group. A ۱۰-week translanguaging pedagogy course was administered to the experimental groups, whereas the two control groups received traditional EFL instruction (grammar translation and communicative instruction). The data were gathered through two skill tests according to the curriculum in A۲ and B۲ level objectives for pre-intermediate and upper-intermediate students, and an interview which elicited the participants’ perception toward translanguaging use. Mixed-methods quasi-experimental design was utilized in this study. A paired samples t-test and an ANCOVA showed that translanguaging significantly improved students' English language skills. Semi-structured interviews uncovered that the students expressed positive outcomes from using translanguaging pedagogy. They reported experiencing constructive, cognitive, interactive, and affective advantages. This approach allowed students to utilize their full linguistic knowledge to create and negotiate meaning, resulting in a feeling of ease and motivation when using English. Teachers will benefit from understanding how translanguaging plays a role in teaching English.

کلیدواژه ها:

Translanguaging ، Traditional Methods ، cognitive ، Interactive ، constructive ، Affective