The reflection of the first foreign language (English) by utilizing translanguaging strategies in the teaching of second foreign language (German)

Abstract

The present study aims to identify translanguaging strategies and question the effectiveness of these strategies in foreign language classrooms. To this aim, a 10th grade German class was observed during fall and spring semesters of 2017-2018 academic year, and interviews before, during and after observation process were conducted with the German language teacher of the second foreign language classroom. Based on the studies of the City University of New York, to provide half of the instruction in English while the other half in the target language through translanguaging strategies is quite beneficial and fruitful for foreign language learning. Translanguaging as an emerging application is accepted as a part of both education and language equality. By challenging the rigid separation of foreign languages in the classroom, translanguaging strategies ensure that teachers employ a 50-50 model of first foreign language and target foreign language while teaching an additional foreign language. Findings of the current research showed that the teacher frequently prefers using vocabulary and syntax-based strategies in her second foreign language classroom, and the students generally responded to the use of these strategies and used them to participate activities and raise questions. Considering specifically the interview transcriptions, it was detected that the teacher uses translanguaging strategies undeliberately, but willingly, without any planning.

Applied linguistics and language education research in Turkey: 2016–2022

“…Given that applied linguistics or education journals in Turkey are published almost exclusively in English or Turkish, it is perhaps unsurprising that works looking at the teaching and learning of other foreign languages are quite rare. A few recent ones that can be noted, however, including Dağhan-Aslan and Kıray (2020), who offered one of the few studies on translanguaging, an area of study that has not yet received much attention in Turkish journals (two exceptions being Karabulut & Keşli Dollar, 2022; Yuvayapan, 2019). In their work with German as a Foreign Language (GFL) learners, Dağhan-Aslan and Kıray (2020) investigated the use of translanguaging in a high school class, in which the teacher provided instruction to the Turkish students in a mixture of English (their L2) and German (the target language, and the students’ third language (L3)).…”

“…A few recent ones that can be noted, however, including Dağhan-Aslan and Kıray (2020), who offered one of the few studies on translanguaging, an area of study that has not yet received much attention in Turkish journals (two exceptions being Karabulut & Keşli Dollar, 2022; Yuvayapan, 2019). In their work with German as a Foreign Language (GFL) learners, Dağhan-Aslan and Kıray (2020) investigated the use of translanguaging in a high school class, in which the teacher provided instruction to the Turkish students in a mixture of English (their L2) and German (the target language, and the students’ third language (L3)). Based on class observations and interviews, the findings demonstrated a highly fluid use of translanguaging by the teacher, which seemed to result in increased participation by the students.…”