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Cited by 118Multilingual Education and PolicyEFL/ESL Teaching and LearningSecond Language Learning and Teaching

Translanguaging in EFL Classrooms: Teachers’ Perceptions and Practices

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Yuvayapan, Fatma·2019·Dil ve Dilbilimi Çalışmaları Dergisi
DOI 10.17263/jlls.586811
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Abstract

Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Translanguaging in EFL classrooms: Teachers’ perceptions and practices The belief that the native language practices of individuals improve their competence in a foreign language gave rise to a number of bilingual language pedagogies, one of which is translanguaging. This term does not merely refer to switching between two languages, on the contrary, it involves a systematic use of two languages in a particular language teaching activity. In this study, English language teachers’ perceptions of translanguaging were examined through a questionnaire. Classroom observations were done to examine for what purposes they apply the use of L1 in their teaching and semi-structured interviews were done to figure out the reasons of the differences between their perceptions and actual use of L1. The participants of the study were English language teachers (EFL) who work at state and private schools in Turkey. The Likert-type items in the questionnaire were analyzed quantitatively using descriptive statistics and the data gathered from open-ended questions in the questionnaire, classroom observations and semi-structured interviews were exposed to structural-coding analysis. The results showed that EFL teachers’ perceptions were not akin to their practices. Although they held positive views about translanguaging in some particular situations, they did not frequently employ this pedagogy due to the expectations of their institutions, colleagues and parents of their students. Information about Author(s)* Author 1 Author (Last name, First name) Yuvayapan, Fatma Affiliated institution (University) Osmaniye Korkut Ata University Country Email address fyuvayapan@gmail.com Department & Rank Corresponding author (Yes/No) Write only one corresponding author. Author 2 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

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  • A positive view on translanguaging does not necessarily translate into rigorous learner-centred teaching practices.

    “a positive view on translanguaging does not necessarily translate into rigorous learner-centred teaching practices, as noted in Mwinda and van der Walt (2015) and Yuvayapan (2019).”

    From Examining Pedagogical Translanguaging: A Systematic Review of the Literature (2021) · cites this paper as Yuvayapan (2019)

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  1. [13]13. Ebe, A. E., & Chapman-Santiago (2016). Student voices shining through. In O. Garcia & T. Kleyn (Eds.), Translanguaging with multilingual students (pp. 57-82). New York: Routledge.
  2. [15]15. Garcia, O. (2009). Bilingual education in the twenty-first century: A global perspective. Oxford: Wiley-Blackwell.
  3. [23]23. Kim, Y., & Petraki, E. (2009). Students' and teachers' use of and attitudes to L1 in the EFL classroom. Asian EFL Journal, 11(4), 58-89.
  4. [31]31. Rathert, S. (2013). Using bilingual techniques in teaching EFL to Turkish learners: Effects on self- efficacy and learner perception (A case study) (Unpublished MA thesis). Çukurova University, Adana, Turkey.
  5. [38]38. Schweers Jr, C. W. (1999). Using L1 in the L2 classroom. English teaching forum, 37(2), 6-9.
  6. [39]39. Şeker, E. (2018). Bilingual Acquisition of English and Turkish languages: A case study of a Turkish Infant. Journal of Language and Linguistic Studies, 14(2), 183-192.
  7. [41]41. Wragg, E. C. (1999). An introduction to classroom observation (2nd ed.). London: Routledge.

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Authors
Yuvayapan, F.
Affiliations
Osmaniye Korkut Ata University (TR)
Corresponding author
Yuvayapan, Fatma
ORCID
Yuvayapan, Fatma
Venue
Dil ve Dilbilimi Çalışmaları Dergisi
Publisher
Cognizance Research Associates
Published
2019-07-01
Volume
15
Issue
2
Pages
678-694
ISSN
1305-578X (ISSN-L)
DOI
10.17263/jlls.586811
OpenAlex
W2954899723
Cited by
118
References
39
Citations by year
2026: 20 · 2025: 23 · 2024: 19 · 2023: 23 · 2022: 17 · 2021: 9 · 2020: 6 · 2014: 1
FWCI
28.91
Type
journal article
Language
tr
Open access
Locations
  • Journal of Language and Linguistic Studies (publishedVersion)
  • DergiPark (Istanbul University) (submittedVersion)
Topics
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
Keywords
translanguaging, EFL teachers, teacher perceptions, bilingual pedagogy, institutional expectations, Turkish EFL teachers

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