From theory to practice: cultivating translanguaging awareness in pre-service EFL teachers
International Multilingual Research Journal, 2026 (AHCI, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/19313152.2026.2737163
- Dergi Adı: International Multilingual Research Journal
- Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, MLA International Bibliography, EBSCO Communication Source, Communication Source (EBSCO), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: Language awareness, multilingual classrooms, pre-service EFL teachers, teacher education, translanguaging pedagogy
- Süleyman Demirel Üniversitesi Adresli: Evet
Özet
This qualitative study, conducted at a public university in southwestern Türkiye, in the Mediterranean Region, investigated the impact of a targeted sociolinguistics course, “Teaching English in Multicultural and Multilingual Classrooms,” on the awareness of 22 pre-service EFL teachers regarding translanguaging pedagogy. The participants were fourth-year students enrolled in an English Language Teaching (ELT) program, a context in which courses on bilingualism and multilingualism are typically offered as electives and remain limited. As prospective teachers in Türkiye, a country characterized by substantial linguistic diversity due to established minority communities (e.g. Kurdish and Arabic speakers), these pre-service teachers are highly likely to encounter multilingual learners in their future classrooms. Data were gathered via pre- and post-course open-ended scenario-based questionnaires, complemented by three focus group interviews. Qualitative thematic analysis of the scenario responses revealed a marked shift in participants’ pedagogical reasoning, moving from monolingual, deficit-oriented perspectives toward flexible, student-centered translanguaging approaches. Focus-group discussions further elucidated evolving perceptions, a growing multilingual ideology, and the practical challenges anticipated in real classroom contexts. The findings underscore the necessity of comprehensive teacher education to challenge monolingual ideologies. By providing theoretical foundations and opportunities for reflective engagement, such programs equip educators to implement translanguaging effectively, fostering inclusive and equitable environments for multilingual learners.