Translanguaging: Insights into its Theoretical Underpinnings and Classroom Implications

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dc.contributor.authorErdin, Yaşar
dc.contributor.authorSalı, Pınar
dc.date.accessioned2025-03-09T18:08:53Z
dc.date.available2025-03-09T18:08:53Z
dc.date.issued2020
dc.departmentBeykent Üniversitesi
dc.description.abstractLanguage 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.
dc.identifier.issn2602-4578
dc.identifier.issue1
dc.identifier.startpage45962
dc.identifier.urihttps://hdl.handle.net/20.500.12662/5566
dc.identifier.volume4
dc.language.isoen
dc.publisherEmrah EKMEKÇİ
dc.relation.ispartofJournal of Language Research
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20250309
dc.subjectTranslanguaging
dc.subjectmultilingual
dc.subjectbilingual
dc.subjectsecond language
dc.subjectfirst language
dc.titleTranslanguaging: Insights into its Theoretical Underpinnings and Classroom Implications
dc.typeReview Article

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