Translanguaging: Insights into its Theoretical Underpinnings and Classroom Implications

Year 2020, Volume: 4 Issue: 1, 1 - 11, 26.12.2020

Yaşar Erdin , Pınar Salı

Abstract

Language is an ever-developing and ever-changing phenomenon. Therefore, how it is dealt with in teaching/learning settings also develop and change. Translanguaging is a relatively new example of such efforts, challenging the L2-dominant language classrooms and the idealized status of native speaker teachers. It suggests both L1 and L2 can be used in harmony in class, which would yield positive results in terms of language acquisition. What is more, second language learners do not aim to achieve native-like proficiency any more. They would rather communicate by accessing whatever is available in their communicative repertoire, which also justifies the use of Translanguaging. In the light of the facts mentioned above, this study aims to provide insights into theoretical underpinnings and classroom implications of Translanguaging, which has been receiving increasingly more attention in recent years.

Keywords

Translanguaging, multilingual, bilingual, second language, first language

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