From Monolingual Silence to Bilingual Confidence: Investigating Translanguaging Strategies in Middle School English Education

Öz

This quasi-experimental mixed-methods study investigates the impact of translanguaging pedagogy on the vocabulary knowledge, reading comprehension, and speaking fluency of Turkish and Syrian sixth-grade English as a Foreign Language (EFL) learners in a public middle school in Turkey. Sixty students were assigned to either a treatment group, which received instruction incorporating Turkish and Arabic alongside English, or a control group following English-only methods. Quantitative findings revealed significant improvements in all three domains for the treatment group, with Turkish students performing slightly better than their Syrian peers. Semi-structured interviews with 12 students indicated overwhelmingly positive perceptions of translanguaging, highlighting increased emotional comfort, cognitive clarity, and classroom engagement. The results suggest that translanguaging supports both linguistic development and sociocultural inclusion, particularly for refugee and linguistically marginalized learners. The study recommends integrating translanguaging into mainstream English as a Foreign Language (EFL) instruction to foster equity, confidence, and multilingual empowerment in diverse educational contexts.

Anahtar Kelimeler

• Translanguaging
• refugees
• sociolinguistic equity
• middle school EFL learners
• Turkish-Syrian students

Tekdilli Sessizlikten İkidilli Güvene: Ortaokul İngilizce Eğitiminde Diller Arası Geçiş Stratejilerinin İncelenmesi

Öz

Bu yarı deneysel karma yöntemli çalışma, Türkiye'deki bir devlet ortaokulunda öğrenim gören Türk ve Suriyeli altıncı sınıf İngilizce öğrencileri üzerinde diller arası geçiş pedagojisinin kelime bilgisi, okuduğunu anlama ve konuşma akıcılığı üzerindeki etkisini incelemektedir. Altmış öğrenci, Türkçe ve Arapçanın İngilizceyle birlikte kullanıldığı diller arası geçiş temelli eğitimi alan deney grubuna ve yalnızca İngilizce ile öğretim yapılan kontrol grubuna atanmıştır. Nicel bulgular, deney grubunun her üç dil becerisinde de anlamlı gelişmeler gösterdiğini ortaya koymuştur; Türk öğrenciler Suriyeli akranlarına kıyasla bir miktar daha yüksek performans sergilemiştir. Deney grubundan 12 öğrenciyle gerçekleştirilen yarı yapılandırılmış görüşmeler, diller arası geçişe ilişkin büyük ölçüde olumlu algıların varlığını göstermiş; duygusal rahatlık, bilişsel açıklık ve sınıf içi katılımın arttığını vurgulamıştır. Bulgular, diller arası geçişin özellikle mülteci ve dilsel olarak marjinalleştirilmiş öğrenciler için hem dil gelişimini hem de sosyokültürel kapsayıcılığı desteklediğini ortaya koymaktadır. Çalışma, diller arası geçişin çok dilli sınıflarda eşitlik, güven ve güçlenmeyi teşvik edecek şekilde İngilizce öğretimine entegre edilmesini önermektedir.

Anahtar Kelimeler

• diller arası geçiş
• mülteciler
• sosyodilbilimsel eşitlik
• ortaokul İngilizce öğrencileri
• Türk-Suriyeli öğrenciler

Kaynakça

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