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

Year 2023, Volume: 174 Issue: 1, 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

References

• Abdulaal, M.A.A. (2020). A shift from a monglossic to a heteroglossic view: Metalinguistic stego-translanguaging lens approach. Arab World English Journal (AWEJ), 11(4), 461-473.
• Aghai L., Sayer P. & Vercellotti M.L. (2020). Effects of teachers’ language ideologies on language learners’ translanguaging practices in an intensive English program. Z. Tian, L. Aghai, P. Sayer & J. L. Schissel, (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives içinde (s. 345-362). Switzerland: Springer.
• Ali, A. (2021). Understanding the role of translanguaging in L2 acquisition: Applying Cummins’ CUP Model. Journal of Cultura and Lingua, 2(1), 15-25.
• Anderson, J. (2018). Reimagining English language learners from a translingual perspective. ELT Journal, 72(1), 26-37.
• Aoyama, R. (2020). Exploring Japanese high school learners’ L1 use in translanguaging in the communicative EFL classroom. TESL-EJ, 23(4), 1-18.
• Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol: Multilingual Matters.
• Bakhtin, M. (1981). Dialogic imagination: Four essays. Austin: University of Texas Press.
• Beardsmore, H.B. (2003). Who’s afraid of bilingualism? J.M. Dewaele, A. Housen & Li Wei (Eds.), Bilingualism: Beyond basic principles içinde (s. 10-27). Clevedon: Multilingual Matters.
• Becker, A. L. (1988). Language in particular: A lecture. Tannen, D. (Ed.) Linguistics in context içinde (s. 17–35). Norwood, NJ: Ablex.
• Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd Ed.). Clevedon: Multilingual Matters.
• Bonacina-Pugh, F, Da Costa Cabral, I & Huang, J. (2021). A state-of-the-art review of translanguaging in education. Language Teaching. Retrieved from: https://www.research.ed.ac.uk/en/publications/a-state-of-the-art-review-of-translanguaging-in-education
• Burton, J. & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors’ language orientations and attitudes toward translanguaging. TESL Canada Journal, 36(1), 21-47.
• Caldas, B. (2019). To switch or not to switch: Bilingual pre-service teachers and translanguaging in teaching and learning. TESOL Journal, 10, 1-16. https://doi.org/10.1002/tesj.485
• Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Li Wei (Ed.), Applied linguistics review (Vol. 2) içinde (s. 1–27). Berlin: De Gruyter Mouton.
• Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. London: Routledge.
• Celic, C., & Seltzer, K. (2013). Translanguaging: A CUNY-NYSIEB guide for educators. New York: CUNY-NYSIEB.
• Chu, C.S. (2017). Translanguaging in reading comprehension assessment: implications on assessing literal, inferential, and evaluative comprehension among ESL elementary learners in Taiwan. NYS TESOL Journal, 4(2), 20-34.
• Cogo, A. (2016). Conceptualizing ELF as a translanguaging phenomenon: Covert and overt resources in a transnational workplace. Waseda Working papers in ELF, 5, 61-77.
• Cook, V. (1991). The poverty of the stimulus argument and multicompetence. Second Language Research, 7, 103–117.
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94, 103–115.
• Cummins, J. (1976). The influence of bilingualism on cognitive growth: A synthesis of research findings and explanatory hypotheses. Working Papers on Bilingualism, 9, 1–43.
• Cummins, J. (1978). Metalinguistic development of children in bilingual education programs: Data from Irish and Canadian Ukrainian–English programs. Paradis, M. (Ed.). Aspects of bilingualism içinde (s. 249-260). Columbia: Hornbeam Press.
• Cummins, J. (1980). The construct of language proficiency in bilingual education. Alatis, J.E. (ed.). Georgetown University round table on languages and linguistics içinde (s.146-160). Washington, DC: Georgetown University Press.
• Cummins, J. (1981). The role of primary language development in promoting educational success for language minority learners. California State Department of Education (Ed.). Schooling and language minority learners: A theoretical framework içinde. Los Angeles: California State Department of Education.
• Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon: Multilingual Matters.
• Cummins, J. (2017). Teaching for transfer in multilingual school contexts. O. Garcia, A.M.Y. Lin & S. May. (Eds.). Bilingual and multilingual education (3rd Ed.) içinde (s. 103-117). Switzerland: Springer.
• Cummins, J. (2021). Translanguaging: A critical analysis of theoretical claims. Juvonen, P. & Källkvist, M. (Eds.) Pedagogical translanguaging: Theoretical, methodological and empirical perspectives içinde. Bristol: Multilingual Matters.
• Daniel, S.M., Jimenez, R.T., Pray, L. & Pacheco, M.B. (2017). Scaffolding to make translanguaging a classroom norm. TESOL Journal, 10, https://doi.org/10.1002/tesj.361
• De Los Reyes, R.A. (2019). Translanguaging in multilingual third grade ESL classrooms in Mindanao, Philippines. International Journal of Multilingualism, 16(3), 302-316. DOI: 10.1080/14790718.2018.1472268
• Edwards, J. (2003). The importance of being bilingual. Dewaele, J.M., Housen, A. & Li Wei (Eds.), Bilingualism: Beyond basic principles içinde (s. 28-42). Clevedon: Multilingual Matters.
• Fishman, J. (1991). Reversing language shift. Clevedon: Multilingual Matters.
• Fitts, S. (2009). Exploring third space in a dual language setting: Opportunities and challenges. Journal of Latinos and Education, 8(2), 87–104.
• Flynn, E.E, Hoy, S.L., Lea, J.L. & Garcia, M.A. (2019). Translanguaging through story: Empowering children to use their full language repertoire. Journal of Early Childhood Literacy, (9)2, 1-27.
• Fu, D. (2003). An island of English. Teaching ESL in Chinatown. Portsmouth, NH: Heinemann.
• Galante, A. (2020). Translanguaging for vocabulary development: A mixed-methods study with international learners in a Canadian English for academic purposes program. Tian, Z., Aghai, L., Sayer, P. & Schissel, J. L. (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives içinde (s. 293-328). Switzerland: Springer.
• Gallego-Balsà, L. & Cots, J. M. (2019) Managing the foreign language classroom translingually: the case of international learners learning Catalan in a study abroad situation. International Journal of Multilingualism, 16(4), 425-441, DOI: 10.1080/14790718.2018.1545020.
• García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden: Wiley- Blackwell.
• García, O. & Kleifgen, J. (2018). Educating emergent bilinguals. Policies, programs and practices for English language learners. New York: Teachers College Press.
• García, O., Flores, N. & Woodley, H. H. (2012). Transgressing monolingualism and bilingual dualities: Translanguaging pedagogies. A. Yiakoumetti (Ed.) Harnessing linguistic variation for better education içinde (s. 45–76). Bern: Peter Lang.
• García, O., & Li Wei (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave Macmillan.
• Garcia, O. & Lin, A.M.Y. (2017). Extending understandings of bilingual and multilingual education. O. Garcia, A.M.Y. Lin & S. May. (Eds.), Bilingual and multilingual education (3rd Ed.) içinde (s. 1-20). Switzerland: Springer.
• Grosjean, F. (1985). The bilingual as a competent but specific speaker-hearer. Journal of Multilingual and Multicultural Development, 6(6), 467–477.
• Grosjean, F. (1989). Neurolinguistics, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 3–15.
• Grosjean, F. (1992). Another view of bilingualism. Cognitive Processing in Bilinguals, 83, 51–62.
• Grosjean, F. (1994). Individual bilingualism. R.E. Asher & J.M. Simpson (Eds.). The encyclopaedia of language and linguistics (Vol. 3) içinde (s.124-146). Oxford: Pergamon.
• Grosjean, F. (1997). The bilingual individual. Interpreting, 2(1/2), 163–187.
• Gumperz, J. J. (1982). Discourse strategies. New York: Cambridge University Press.
• Haukås, A. (2015) Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism. DOI: 10.1080/14790718.2015.1041960
• Heller, M. (1999). Linguistic minorities and modernity: A sociolinguistic ethnography. London: Longman.
• Heller, M. & Martin-Jones, M. (2001). Voices of authority: Education and linguistic difference. Westport, CT: Ablex.
• Herdina, P., & Jessner, U. (2002). A dynamic model of multilingualism: Changing the psycholinguistic perspective. Clevedon: Multilingual Matters.
• Hornberger, N. H. & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A bilingual lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278.
• Hungwe, V. (2019). Using a translanguaging approach in teaching paraphrasing to enhance reading comprehension in first-year learners. Reading & Writing, 10(1), 216-224. https://doi.org/ 10.4102/rw.v10i1.216
• Illman, V. & Pietila, P. (2018). Multilingualism as a resource in the foreign language classroom. ELT Journal, 72(3), 237-248.
• Itoi, K. & Michaud, M. (2021). Reflections on translanguaging practices in English education in Japan. Indonesian JELT, 16(1), 53-66.
• Jain, R. (2014). Global Englishes, translinguistic identities, and translingual practices in a community college ESL classroom: a practitioner-researcher reports. TESOL Journal, 5(3), 490-522.
• Karabulut, A. (2019). Translanguaging as a Pedagogical Tool for Turkish EFL Learners in Writing Classes. (Yayımlanmamış doktora tezi). Istanbul; Bahcesehir University.
• Kaufhold, K. (2018). Creating translanguaging spaces in learners’ academic writing practices. Linguistics and Education, 45, 1-9.
• Khatib, R.I.E. (2021). The Use of L1 in EFL Classrooms across Various Multilingual Contexts: An Integrative Synthesis of Research. (Yayımlanmamış yüksek lisans tezi). Beirut; Beyrut Amerikan Üniversitesi.
• Kibler, A. (2010). Writing through two languages: First language expertise in a language minority classroom. Journal of Second Language Writing, 19, 121–142.
• Kucuk, C. (2018). Investigating Translanguaging as a Teaching and Learning Practice in an English Medium Higher Education Context in Turkey. (Yayımlanmamış yüksek lisans tezi). Adana; Çukurova Universitesi.
• Kwihangana, F. (2021). Enhancing EFL learners’ participation through translanguaging. ELT Journal; doi:10.1093/elt/ccaa058
• Lee, M. E. (2014). Shifting to the World Englishes paradigm by way of the translingual approach: Code-meshing as a necessary means of transforming composition pedagogy. TESOL Journal, 5(2), 312-329, DOI: 10.1002/tesj.121
• Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7) 641–654.
• Li Wei. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43, 1222–1235.
• Li Wei. (2013). Conceptual and methodological issues in bilingualism and multilingualism research. T.K. Bhatia & W. C. Ritchie (Eds.), The handbook of bilingualism and multilingualism (2nd Ed.) içinde (s. 26-53). U.K.: Wiley-Blackwell.
• Li Wei. (09 Aug. 2017). Translanguaging as a theory of language: Some conceptual and methodological considerations [Video]. YouTube. https://www.youtube.com/watch?reload=9&v=j8xT1XKZ14c&ab_channel=OUHKChannel
• Llanes, A. & Cots, J. M. (2020). Measuring the impact of translanguaging in TESOL: a plurilingual approach to ESP. International Journal of Multilingualism. 10.1080/14790718.2020.1753749
• May, S. (2014). The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. New York: Routledge.
• Mbrimi-Hungwe, V. (2016). Translanguaging as a strategy for group work: Summary writing as a measure for reading comprehension among university learners. Southern African Linguistics and Applied Language Studies, 34(3), 241–249.
• Mbrimi-Hungwe, V. & McCabe, R. M. (2020). Translanguaging during collaborative learning: A ‘transcollab’ model of teaching. Southern African Linguistics and Applied Language Studies, 38(3), 244–259.
• Moore, P. J. (2013). An emergent perspective on the use of the first language in the English-as-a-foreign- language classroom. The Modern Language Journal, 97(1), 239–253.
• Muguruza, B., Cenoz, J.& Gorter,D. (2020). Implementing translanguaging pedagogies in an English medium instruction course. International Journal of Multilingualism. DOI: 10.1080/14790718.2020.1822848
• Nagy, T. (2018). On translanguaging and its role in foreign language teaching. Acta Universitatis Sapientiae, 10(2), 41-53.
• Ong, K.K.W. & Zhang, L.J. (2018). The effects of code-switched reading tasks on late-bilingual EFL learners' vocabulary recall, retention, and retrieval. System, 72, 13-22.
• Ortega, L. (2019). SLA and the study of equitable multilingualism. The Modern Language Journal, 103. 10.1111/modl.12525
• Pacheco, M.B., Daniel S.M., Pray, L.C. & Jimenez, R.T. (2019). Translingual practice, strategic participation, and meaning-making. Journal of Literacy Research, 51(1), 75-99.
• Parra, M. O. & Proctor, C.P. (2021). Translanguaging to understand language. TESOL Quarterly. DOI: 10.1002/tesq.3011
• Rabbidge, M. (2019). The effects of translanguaging on participation in EFL classrooms. The Journal of Asia TEFL, 16(4), 1305-1322.
• Rahmawansyah, B.S. (2019). The use of translanguaging as a pedagogical strategy in EFL. Linguistics, Literature and English Teaching Journal, 9(2), 22-48.
• Rajendram, S. (2021). Translanguaging as an agentive pedagogy for multilingual learners: affordances and constraints. International Journal of Multilingualism. 10.1080/14790718.2021.1898619
• Palmer, D. & Martínez, R. A. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual Children. Review of Research in Education, 37, 269–297.
• Renandya, W. A., & Chang, A. C. (2022). Translanguaging: Does it work in EFL contexts? TESL-EJ, 26(3), https://doi.org/10.55593/ej.26103a25
• Pierwieniecki, M. & Smith, H. (2021). As much English as you can: Scaffolding discussions with translanguaging. CELE Journal, 29, 88-111.
• Ramirez, E.A.V. (2019). The Effects of the Integration of Translanguaging as a Pedagogical Strategy in the EFL University Classroom. (Yayımlanmamış yüksek lisans tezi). Cuenca, Ecuador; Universidad De Cuenca.
• Sahib, R., Mursyid, A.M.M., Kafryawan, W. & Nawing, N. (2021). Code-switching habits in group discussions by learners of English as foreign language. Journal of English Language Teaching and Literature, 2(1), 25-37.
• Sayer, P. (2008). Demystifying language mixing: Spanglish in school. Journal of Latinos and Education, 7(2), 94–112.
• Sayer, P. (2013). Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly, 47(1), 63–88.
• Scopich, D. (2018). Translanguaging in an EFL classroom: Attitudes and Practice. (Yayımlanmamış yüksek lisans tezi). Hırvatistan; Rijeka Üniversitesi.
• Seals C.A., Newton J., Ash M., Nguyen B.T.T. (2020). Translanguaging and task-based language teaching: Crossovers and challenges. Z. Tian, L. Aghai, P. Sayer & J. L. Schissel, (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives içinde (s. 275-292). Switzerland: Springer.
• Sulaiman, R.S. & Taqi, H.A. (2020). Translanguaging as an ESL learning strategy: A case study in Kuwait. International Journal of Higher Education, 9(6), 54-63.
• Thomas, H.H., Stewart, M.A., Flint P. & Dollar, T. (2020). Co-learning in the high school English class through translanguaging: emergent bilingual newcomers and monolingual teachers. Journal of Language, Identity & Education, DOI: 10.1080/15348458.2020.1726759
• Tian, Z., Aghai, L., Sayer, P. & Schissel, J.L. (2020). Envisioning TESOL through a translanguaging lens in the era of post-multilingualism. Z. Tian, L. Aghai, P. Sayer & J. L. Schissel, (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives içinde (s. 1-22). Switzerland: Springer.
• Turnbull, B. (2019). Translanguaging in the planning of academic and creative writing: A case of adult Japanese EFL learners. Bilingual Research Journal, 42(2), 232-251. DOI: 10.1080/15235882.2019.1589603
• Vaish, V. & Subhan, A. (2015). Translanguaging in a reading class. International Journal of Multilingualism, 12(3), 338-357. DOI: 10.1080/14790718.2014.948447
• Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: learners and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22(2), 138-149. DOI: 10.1080/13670050.2016.12317737
• Williams, C. (1994). Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyd-destun Addysg Uwchradd Ddwyieithog. (Yayımlanmamış doktora tezi). Bangor: Galler Üniversitesi.
• Yüzlü, M.Y. & Dikilitaş, K. (2021). Translanguaging in the development of EFL learners’ foreign language skills in Turkish context. Innovation in Language Learning and Teaching. DOI: 10.1080/17501229.2021.1892698