Translanguaging in EFL Writing: Examining Student Exam Papers in an EMI Setting

Yıl 2023, , 492 - 514, 23.10.2023

Mehmet Akkuş , Ufuk Ataş

https://doi.org/10.31464/jlere.1287007

Öz

Translanguaging has recently emerged as a topic of interest in English Medium Instruction (EMI) contexts, where students are expected to demonstrate proficiency in English, particularly in academic writing. This paper explores the potential benefits of incorporating translanguaging practices in exam papers to support multilingual students' understanding and performance. Drawing on constructionist grammar as its theoretical framework, this study discusses the complexities of translanguaging in exam papers and provides practical examples of how it can be implemented in English literature classrooms, especially in EMI contexts. Embracing a mixed-methods design to comprehensively understand translanguaging practices in exam papers and their effects on student performances and using a sample of English literature students in Türkiye, the study analyses exam papers to explore translanguaging and its potential impact on students' written work. The findings suggest that translanguaging practices in exam papers facilitate students' comprehension and promote their confidence and engagement in learning. Overall, this study contributes to the growing body of research on translanguaging in education and provides insights into how translanguaging practices can be effectively implemented in English medium instruction.

Anahtar Kelimeler

Translanguaging, Writing, Exam papers, English-medium instruction

Kaynakça

• Ascenzi-Moreno, L., & Espinosa, C. M. (2018). Opening up spaces for their whole selves: A case study group's exploration of translanguaging practices in writing. NYS TESOL Journal, 5(1), 10-29.
• Barlow, M., & Kemmer, S. (Eds.). (2000). Usage-based models of language. CSLI Publications.
• Behrens, H. (2009). Usage-based emergentist approaches to language acquisition. Linguistics, 47(2), 383-411. https://doi.org/10.1515/LING.2009.014
• Bybee, J. (1998). The emergent lexicon. Chicago Linguistic Society, 34(2), 421-435.
• Bybee, J. (2010). Language, usage and cognition. Cambridge University Press.
• Bybee, J. (2012). Exemplars and constructions. In T. Hoffmann & G. Trousdale (Eds.), The Oxford handbook of construction grammar, (pp. 49-69). Oxford University Press.
• Canagarajah, S. (2011). Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging. The Modern Language Journal, 95(3), 401-417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
• Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Routledge.
• Chang, H., Ngunjiri, F., & Hernandez, K. (2013). Collaborative autoethnography. Left Coast Press. https://doi.org/10.4324/9781315432137
• Conteh, J., & Meier, G. (Eds.). (2014). The multilingual turn in languages education: Opportunities and challenges. Multilingual Matters.
• Crystal, D. (2008). A dictionary of linguistics and phonetics (6th ed.). Wiley-Blackwell
• García, O., & Kleifgen, J. A. (2020). Translanguaging and literacies. Reading Research Quarterly, 55(4), 553-571. https://doi.org/10.1002/rrq.286
• García, O., & Kleyn, T. (2016). Translanguaging theory in education. In O. García & T. Kleyn (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 9-33). Routledge.
• García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
• Goldberg, A. (1995). Constructions: A construction grammar approach to argument structure. University of Chicago Press.
• Gutierrez, K. D. (2008). Developing critical literacy in the third space. Reading Research Quarterly, 43(2), 148-164. https://doi.org/10.1598/RRQ.43.2.3
• Haiman, J. (1994). Ritualisation and the development of language. In W. Pagliuca (Ed.), Perspectives on grammaticalisation (pp. 3–28). John Benjamins.
• Haiman, J. (1998). Talk is cheap: Sarcasm, alienation, and the evolution of language. Oxford University Press.
• Hanson, W. E., Creswell, J. W., Clark, V. L. P., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling Psychology, 52(2), 224-235. https://doi.org/10.1037/0022-0167.52.2.224
• Horner, B., Lu, M. Z., Royster, J. J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303-321. http://www.jstor.org/stable/25790477
• İnci Kavak, V., & Kırkgöz, Y. (2022). Exploring university students’ note-taking in literature courses: A translanguaging perspective. Çukurova University Faculty of Education Journal, 51(2), 1468-1486. http://doi.org/10.14812/cuefd.1027947
• Karabulut, A., & Kesli Dollar, Y. (2022). The use of translanguaging pedagogy in writing classes of Turkish EFL learners. Participatory Educational Research, 9(6), 41-65. http://doi.org/10.17275/per.22.128.9.6
• Langacker, R. W. (2008). Cognitive grammar: A basic introduction. Oxford University Press.
• Langacker, R. W. (2012). Essentials of cognitive grammar. Oxford University Press.
• May, S. (2014). The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge.
• Menezes de Souza, L. M. T. (2007). Entering a culture quietly: Writing and cultural survival in indigenous education in Brazil. In S. Makoni & A. Pennycook (Eds.), Disinventing and reconstituting languages, (pp. 135-169). Multilingual Matters.
• Mengshoel, A. M. (2012). Mixed methods research–so far easier said than done? Manual Therapy, 17(4), 373-375. https://doi.org/10.1016/j.math.2012.02.006
• Neuman, W. L. (2013). Social research methods: Qualitative and quantitative approaches. Pearson Education.
• Onar Valk, P. (2015). Transformation in Dutch Turkish subordination? Converging evidence of change regarding finiteness and word order in complex clauses. LOT.
• Prilutskaya, M. (2020). Writing in L2: Norwegian students’ use of translanguaging at the draft stage. Nordic Journal of Modern Language Methodology, 8(2), 1-26. https://doi.org/10.46364/njmlm.v8i2.677
• Rehbein, J., & Romaniuk, O. (2004). How to check understanding across languages. An introduction into the Pragmatic Index of Language Distance (PILaD) usable to measure mutual understanding in receptive multilingualism, illustrated by conversations in Russian, Ukrainian and Polish. Applied Linguistics Review 5(1), 131–171. https://doi.org/0.1515/applirev-2014-0007
• Siegel, J. (2020). Appreciating translanguaging in student notes. ELT Journal, 74(1), 86-88. hptts://doi.org/10.1093/elt/ccz052
• Wei, L. (2022). Translanguaging as a political stance: Implications for English language education. ELT Journal, 76(2), 172-182. https://doi.org/10.1093/elt/ccab083
• Williams, C. (1994). Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyd-destun Addysg Uwchradd Ddwyieithog, [An evaluation of teaching and learning methods in the context of bilingual secondary education]. Unpublished doctoral thesis, University of Wales, Bangor.
• Yang, Q., Yang, S., & Shi, W. (2023). Translanguaging pedagogies in EFL writing education. International Journal of TESOL Studies, 5(1), 50-68. https://doi.org/10.58304/ijts.20230105
• Yuzlu, M. Y., & Dikilitas, K. (2022). Translanguaging in the development of EFL learners’ foreign language skills in Turkish context. Innovation in Language Learning and Teaching, 16(2), 176-190, hptts://doi.org/10.1080/17501229.2021.1892698