Translanguaging as a Dynamic Pedagogical Strategy in English Teaching for EFL Learners

Abstract

This paper investigates the potential of translanguaging as a dynamic pedagogical strategy in English teaching for English as a Foreign Language (EFL) learners. Translanguaging, the strategic use of multiple languages in language acquisition, recognises and embraces learners' linguistic diversity. The study explores the theoretical background of translanguaging and its practical application in EFL teaching, examining its cognitive, social, and emotional benefits. Additionally, challenges and considerations for implementing translanguaging in the EFL classroom are discussed, addressing potential obstacles such as teacher beliefs, language policies, and assessment practices. Practical strategies and activities are provided to help teachers effectively incorporate translanguaging into their teaching practices. By examining translanguaging's role in EFL teaching, this research paper contributes to a more comprehensive understanding of its potential as a pedagogical tool and promotes more inclusive and effective language learning environments.