A Review Study: The Use of Translanguaging Pedagogy in Language Teaching

Year 2023, , 1 - 30, 17.07.2023

Berk İlhan

https://doi.org/10.33690/dilder.1210623

Abstract

In language teaching, which has been shaped by a monolingual perspective for many years, discussions of multilingual language teaching, in which it is argued that all language resources should be used in lessons, have started. The monolingual perspective uses only the target language in the classroom and aims the proficiency of native speakers. In such a classroom, students' other language resources are not used. Discussions of common underlying proficiency and dynamic bilingualism argue that using all language resources of students can improve the target language and suggest that content and language teaching should be done with learners’ all language resources. The concept of translanguaging is a practice and process within this view. Through translanguaging, individuals can switch between all language resources and use all linguistic resources as required by the communication situation. Translanguaging pedagogy is the strategic use of this concept in lessons for teaching purposes. Recent studies show that although the pedagogy is generally studied in general education programs in the context of second language teaching, it can also be used in the context of foreign language teaching. The concept and pedagogy of translanguaging has often been studied in the context of teaching English and other languages. The purpose of this review article is both to summarize the concept and pedagogy and to review the studies. Teaching Turkish as a foreign language is becoming more and more popular nowadays, but in this context, there are almost no studies on the translanguaging pedagogy. It is anticipated that this compilation study, in which the concepts are summarized, and the studies are presented, can contribute to the studies in the context of teaching Turkish as a foreign language.

Keywords

translanguaging, translanguaging pedagogy, language teaching, teaching Turkish as a foreign language

Dil Öğretiminde Geçişli Dil Süreçleri Pedagojisi Kullanımı: Bir Derleme Çalışması

Abstract

Uzun yıllardır tek dilli bakış açısıyla şekillenen dil öğretiminde, tüm dil kaynaklarının derslerde kullanılması gerektiğinin savunulduğu çok dilli dil öğretimi görüşü tartışmaları başlamıştır. Tek dilli bakış açısı, yalnızca öğretilen hedef dili sınıf içerisinde kullanır ve dili ana dil olarak kullanan bireylerin yeterliğini hedefler. Böyle bir sınıfta, öğrencilerin diğer dil kaynakları kullanılmaz. Ortak temel yeterlik ve dinamik çift dillilik tartışmaları, öğrencilerin tüm dil kaynaklarının kullanılmasının hedef dili de geliştirebileceğini savunmuş ve içerik ve dil öğretiminin, tüm dil kaynaklarıyla yapılmasını önermiştir. Geçişli dil süreçleri kavramı, bu görüşün içindeki bir uygulama ve süreçtir. Geçişli dil süreçleri vasıtasıyla, iletişim durumunun gerektirdiği şekilde bireyler tüm dil kaynakları arasında geçiş yapabilir aynı zamanda tüm dil ötesi kaynaklarını kullanabilirler. Geçişli dil süreçleri pedagojisi ise bu kavramın öğretim amacıyla derslerde stratejik kullanımıdır. Pedagojinin genellikle ikinci dil öğretimi bağlamında genel eğitim programlarında çalışılmasına rağmen vadettikleri yabancı dil öğretim bağlamında da kullanılabileceğini göstermektedir. Geçişli dil süreçleri kavramı ve pedagojisi genellikle İngilizce ve diğer dillerin öğretimi bağlamlarında çalışılmıştır. Bu derleme makalesinin amacı hem kavram ve pedagojiyi özetlemek hem de yapılan çalışmaların derlenmesidir. Yabancı dil olarak Türkçe öğretimi günümüzde gittikçe daha fazla yaygınlaşmaktadır ancak bu bağlamda geçişli dil süreçleri pedagojisi çalışmaları yok denecek kadar azdır. Kavramların özetlendiği ve çalışmaların sunulduğu bu derleme çalışmasının özellikle yabancı dil olarak Türkçe öğretimi bağlamındaki çalışmalara katkı sunabileceği öngörülmektedir.

Keywords

dil öğretimi, diller arası geçişlik, geçişli dil süreçleri, yabancı dil olarak Türkçe öğretimi

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