Translanguaging As A Pedagogical Practice In Content And Language Integrated Learning (clil) A Case Study Of First Year Students At The Department Of Computer Science, Khenchela University Abbes Laghrour

Résumé: Abstract The study aims to shed light on the effectiveness of using translanguaging as a pedagogical practice in CLIL in the Computer Science Department at Khenchela University, particularly among first-year degree students. The main objectives were to examine the impact of translanguaging practice in CLIL by encouraging students to acquire linguistic awareness, investigate the role of translanguaging in CLIL in impacting learners' critical thinking, and outline to what extent teachers' attitudes and aptitudes in using translanguaging impact learners' effectiveness and develop their communicative competence. A convergent parallel mixed methods study design was used to collect both qualitative data from teachers' interviews and quantitative data from students' questionnaires. The results obtained from the utilization of both tools demonstrated that translanguaging has a positive impact on students' linguistic competence. Hence, translanguaging is considered a bridge between the language and the content, which improves students' critical thinking. Finally, teachers' attitudes and aptitudes during lessons by implementing translanguaging motivate students to be more engaged and enhance their communicative competence.

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