Dil Öğretiminde Geçişli Dil Süreçleri Pedagojisi Kullanımı: Bir Derleme Çalışması
A Review Study: The Use of Translanguaging Pedagogy in Language Teaching

Summary/Abstract: In language teaching, which has been shaped by a monolingual perspective for many years, discussions of multilingual language teaching, in which it is argued that all language resources should be used in lessons, have started. The monolingual perspective uses only the target language in the classroom and aims the proficiency of native speakers. In such a classroom, students' other language resources are not used. Discussions of common underlying proficiency and dynamic bilingualism argue that using all language resources of students can improve the target language and suggest that content and language teaching should be done with learners’ all language resources. The concept of translanguaging is a practice and process within this view. Through translanguaging, individuals can switch between all language resources and use all linguistic resources as required by the communication situation. Translanguaging pedagogy is the strategic use of this concept in lessons for teaching purposes. Recent studies show that although the pedagogy is generally studied in general education programs in the context of second language teaching, it can also be used in the context of foreign language teaching. The concept and pedagogy of translanguaging has often been studied in the context of teaching English and other languages. The purpose of this review article is both to summarize the concept and pedagogy and to review the studies. Teaching Turkish as a foreign language is becoming more and more popular nowadays, but in this context, there are almost no studies on the translanguaging pedagogy. It is anticipated that this compilation study, in which the concepts are summarized, and the studies are presented, can contribute to the studies in the context of teaching Turkish as a foreign language.

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