Translanguaging: A New Pedagogy In Efl Classes

Résumé: The present study explores translanguaging both as a concerpt and as a practice through different experiences and practices in EFL contexts. It also attempts to investigate the possible opportunities for instructors to use this strategy into English language teaching pedagogy. Though many researchers have backed up translanguaging as a theoretical and pedagogical approach to language education due to its potential cognitive, behavioural, and social benefits, it is still lagging behind in our language classrooms. Therefore, EFL teachers should be sensitized about the utility of translanguaging theory not only in teaching and learning the foreign language, but also in innovating language policies and language planning. The findings reveal that it is high time our schools and universities invested in this new area, benefiting from the insights provided by many studies and projects in other parts of the world.

Publié dans la revue: The Cradle of Languages مهد اللغات