Keywords
Language education
English language learners
Prospective English language teachers
English language teachers
How to Cite
Abstract
Translanguaging provides a multilingual and inclusive language learning environment that emphasizes the equal value of various languages by strategically and consciously using two or more languages. This state-of-the-art review study aims to examine Translanguaging pedagogy from the perspective of English language learners, prospective English language teachers, and English language teachers. As part of the literature review for this study, 30 empirical studies relevant to the field were included and analyzed using the PRISMA method. As a result of the analysis, the studies examined were divided into three categories. The findings were synthesized thematically. Based on the results of the study, it was deduced that this pedagogy could boost students' language learning efficiency by reducing language learning anxiety, and prospective English language teachers and English language teachers have a positive awareness of Translanguaging pedagogy, which offers a more flexible and personalized learning environment than the traditional monolingual language learning approach. Furthermore, this research comprehensively addresses the needs of three stakeholders and provides valuable recommendations for educational stakeholders, promising findings, and identifies important research areas for future studies.
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