Feedforward through Planned Code-Switching: A Comparative Multi-Sited Ethnography of Teachers’ and Students’ Perspectives on Speaking Skills Development
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Paniz Jarahi Dokooshkani
1
,
Seyed Hamed Etemadi
2
,
Fatemeh Mohammad Jafari
3
1 - 1Department of Foreign Languages, West Tehran Branch, Islamic Azad University, Tehran, Iran;
2 - Department of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Department of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran,
الکلمات المفتاحية: Key Words: Translanguaging, feedforward, comparative multi-sited ethnography, speaking skills.,
ملخص المقالة :
In English Language Teaching (ELT), feedforward through translanguaging remains largely unexplored and has yet to be integrated into both ELT practice and research. In this study, feedforward is conceptualized not merely as anticipatory feedback, but as a proactive scaffolding mechanism that enables learners to plan, reflect, and refine their spoken output. Translanguaging is framed as both a pedagogical strategy and a sociolinguistic resource, allowing learners to draw on their full linguistic repertoire to enhance fluency and confidence. Accordingly, this comparative multi-sited ethnography aimed to explore the relationship between the two concepts of feedforward and translanguaging in speaking skills. Therefore, two distinct groups of 10 English teachers and 10 English students were selected from two different geographical sites to participate. Both groups were exposed to feedforward and translanguaging treatments, including seven instructional sessions for students and two workshop sessions for teachers. All sessions were analytically observed, documented, recorded, and thematically analyzed. The findings revealed positive developments in cognitive-affective, metacognitive, and social skills, contributing to students’ independent and critical thinking. Furthermore, the planned use of translanguaging enabled teachers to effectively apply feedforward into their classrooms. Notable improvements in students’ fluency, coherence, lexical resources, and pronunciation were also observed in impromptu speech tasks.
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