Case study: translanguaging in action
In the earlier video, we learnt about translanguaging, which challenges traditional views of how multilingual people use their languages.
Rather than having separate language systems which they access independently, translanguaging suggests that they draw on one big linguistic repertoire in different communicative contexts (Vogel & García, 2017). This idea is particularly prevalent in English as an Additional Language (EAL) classrooms where, rather than being forced to use only one language, students are encouraged to use all of their linguistic knowledge to complete tasks.
The idea of translanguaging has become popular in recent years as it is designed to:
“[foster] positive attitudes towards multilingualism and [encourage] EAL learners to be proud of their language skills.” (The Bell Foundation, 2025).
Translanguaging in Turkey
Improved language skills
Positive student perceptions
“I felt more powerful when I could practise two of the languages. I came to understand that I am bilingual. It is a good feeling.”
This suggests that translanguaging promotes greater awareness of students’ skills.
Was it all positive?
Yuzlu and Dikilitaş (2021) report that about one fifth of translanguaging students expressed reluctance to use Turkish in the EFL classroom because “learning English should not involve other languages”. The researchers suggest that this reflects a “deeply rooted monoglossic attitude”. That is, the students have grown up in an environment where speaking anything other than the target language is wrong and discouraged. It may be, therefore, that teachers need to dismantle traditional expectations of language learning and help students to understand how using their first language in conjunction with another can foster a greater sense of learning and belonging.
Implementing translanguaging
This study provides strong evidence for the benefits of translanguaging in high school foreign language teaching. It suggests that the systematic, flexible use of both Turkish and English as instructional and interactional languages can be highly beneficial. The findings encourage educators to “reconsider one-language policies” and integrate “translanguaging practices into curriculum, materials and even evaluation criteria”. They suggest that teachers be trained in translanguaging practices to make the most of the benefits it can provide.
One case study is not enough to conclude that translanguaging is the perfect teaching method. However, research is ongoing and the evidence suggests that translanguaging fosters pride in learners’ skills and creates a more positive and inclusive learning environment which empowers students and enhances their communication.
References
The Bell Foundation. (2025). Translanguaging. The Bell Foundation. https://www.bell-foundation.org.uk/resources/great-ideas/translanguaging/
Vogel, S., & García, O. (2017). Translanguaging. In G. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press.
Yasar Yuzlu, M., & Dikilitas, K. (2022). Translanguaging in the development of EFL learners’ foreign language skills in Turkish context. Innovation in Language Learning and Teaching, 16(2), 176-190.
