TRANSLANGUAGING BELIEFS OF DYNAMIC BILINGUALS IN AN EFL CONTEXT
Abstract
The dynamic view of bilingualism has challenged 'monoglossic' perspectives in language teaching. It asserts that people have a single language repertoire and can use all their linguistic and semiotic resources as the situation requires. Translanguaging is the ability of dynamic bilinguals to shuttle between the languages. This ability can be activated for communicative and learning purposes. Translation and code-switching are two types of actions that are done thanks to this ability. Although they are not encouraged in most English language teaching methods with parallel monolingualism, recent studies have presented the need to develop this ability. Code-switching and translation could be considered forms of translanguaging, and they might be organic, authentic, and naturally occurring language practices in a language classroom. Therefore, the proposed study reveals 56 intermediate-level dynamic bilinguals' translanguaging beliefs in an EFL context with five dimensions; code-switching for clarity, efficacy; language skills; psychological factors, and the frequent translingual actions performed by learners in the class. The findings revealed that learners frequently do translingual activities in classes with their peers. They prefer translanguaging for the efficacy of the class most. Although they are neutral for translanguaging to learn four language skills, they prefer their teachers and friends to translanguage for specific purposes. These findings might indicate a possibility to integrate translanguaging in language classes for the effectiveness of learning and teaching processes. In a 'translanguaged' EFL class, the learners might bring their diverse funds of knowledge, use their linguistic or cultural resources strategically, and develop language and academic skills together.
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