فهرس المقالات Translanguaging

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  1 - Translanguaging in Aviation ESP Blended MOOC Flipped Classrooms: ESP Teachers’ Perceptions
  Farzad Akhgar Mohammad Ali Heidari Shahreza Mohammad Reza Talebinezhad
  10.30495/ttlt.2023.698909
  The aim of the present study was to investigate Aviation English (AE, hereafter) language teachers’ perceptions about translanguaging in AE classes. Translanguaging is a language practice through which language learners use their L1 linguistic knowledge for meanin أکثر

  The aim of the present study was to investigate Aviation English (AE, hereafter) language teachers’ perceptions about translanguaging in AE classes. Translanguaging is a language practice through which language learners use their L1 linguistic knowledge for meaning-making purposes in their L2. The participants were ten subject teachers teaching EAP courses to pilot students and flight engineers at Army Aviation Training Center located in Isfahan, Iran. In order to investigate the participants’ perceptions about translanguaging, a questionnaire adopted from Yuvayapan) 2019) was employed. In order to answer the research questions, the questionnaire was administered among the teachers teaching AE materials, and the participants were taught online using Edmodo network. The results revealed that the majority of AE language teachers were not interested in encouraging students to use their mother tongue in answering their questions. It was also found that using mother tongue in AE classes is encouraged to promote help to peers during activities. The results also revealed that more than half of the AE teachers did not boost learners’ use of Persian to help peers in activities and did not explain problems irrelevant to the content. However, they acknowledged the importance of translanguaging in these particular situations. In answering their questions, the majority of AE language teachers were not interested in encouraging students to use their mother tongue. Furthermore, some participants believed that Persian can be used to explain vocabulary in AE language classes. The results have some implications for ESP language teachers and material developers. تفاصيل المقالة
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  2 - A Transformational Shift through Pedagogical Translanguaging: English Language Teaching and the Content of Courses
  Mohammad Iman Askari Mahsa Ranjbar
  10.30495/ttlt.2023.705457
  Due to the Covid-19 pandemic and considerable reliance on virtual education and communication, the language acquisition contexts are focusing on the transformational shift in pedagogies applying multilingual communicative capacities like ‘translanguaging’. P أکثر

  Due to the Covid-19 pandemic and considerable reliance on virtual education and communication, the language acquisition contexts are focusing on the transformational shift in pedagogies applying multilingual communicative capacities like ‘translanguaging’. Perhaps the best academic resources to explore about the issue are translation-oriented courses taught through typical teaching strategies in academic English programs. The issue led to reinforcement of considering pedagogical translanguaging within English Language Teaching (ELT) context among EFL learners who attend the related courses of the ELT programs focusing on translation skills. Thus, a sequential explanatory mixed design was selected to study the possible transformation resulted by translanguaging among EFL learners and teachers in the current study. As the pedagogical implications of the study, it is possible to declare that translanguaging within EFL context is considered as an influential strategy in helping teachers and learners to benefit from bilingual capacities in providing and understanding the content of courses. The issue also emphasizes on the transformational shift among the scholars and experts of the EFL context to have a new look over the role of translation, as an interactive code-switching procedure between First Language (L1) and Second Language (L2), which is not banning the language learners’ linguistic repertoire application. تفاصيل المقالة