Translanguaging as a Dynamic Pedagogical Strategy in English Teaching for EFL Learners
DOI:
https://doi.org/10.62583/rseltl.v1i2.14Keywords:
Translanguaging, English as a Foreign Language (EFL), Language acquisition, Pedagogy, MultilingualismAbstract
The paper looks at the pedagogical prospects of the meaning of translanguaging as a lively strategy in English teaching toward learners whose second language is English (EFL). Translanguaging, therefore, allows learners to use many languages in the learning process, recognizing and enjoying their linguistic diversity. The method used to do this involved reviewing the theoretical background of translanguaging and the practical application of translanguaging in EFL teaching, its effect on the cognitive, social, and emotional level of benefits. Further, the paper discusses the challenges and concerns that would be encountered in the implementation of translanguaging in the EFL classroom, critically covering plausible obstacles such as teacher beliefs, language policies, and assessment practices. Practical ideas and strategies are thus proposed to enable teachers successfully develop and adopt this in their teaching. It will contribute to a better understanding of the place of translanguaging in EFL teaching and somehow point to new perspectives in relation to its potential as a pedagogical tool in providing more inclusive and effective environments for language learning.
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Copyright (c) 2023 Nadia Ali, Selena Rodriguez, David Park
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