Efl Teachers’ Attitudes Towards The Implementation Of Translanguaging In Algerian Schools And Universities

Résumé: Algeria is a multilingual country that could exploit translanguaging to enhance foreign language learning and promote multilingual competency. This study surveys the attitudes of Algerian school and university English language teachers’ towards the employment of translanguaging to enhance English language learning. An online questionnaire was administered to a sample of 138 participants. Subsequently, a semi-structured interview with 20 participants was conducted to gain in-depth understanding of their attitudes. The findings indicate that Algerian teachers are not very motivated to shuttle between different linguistic codes because of fears of interference. Nevertheless, they approved the use of translanguaging as a default pedagogy to achieve functions such as managing classroom behaviors and explaining difficult concepts. Additionally, the participants supported the use of translanguaging techniques such as the implementation of bilingual activities. Consequently, this paper recommends encouraging Algerian teachers to exploit the learner’s multilingual resources and familiarizing teachers with translanguaging techniques.

Publié dans la revue: أفكار وآفاق