Translanguaging Pedagogy: Benefits and Perceptions in EFL Listening and Reading Comprehension

Abstract

This mixed-method study explores the impact of translanguaging pedagogy on listening and reading comprehension in an EFL setting. Fifty-six intermediate-level EFL learners participated and identical listening and reading tasks were administered with a monolingual focus in the control and a translingual focus in the experimental groups. The focus of the research was the impact of translanguaging pedagogy on comprehension in receptive skills, and participants' perceptions regarding the influence of translanguaging on listening and reading comprehension. Qualitative data was gathered via teacher journals, open-ended surveys, and interviews, while quantitative data was obtained through comprehension questions. The research revealed statistically significant difference in one of the five listening tasks. In-depth qualitative data indicated that topic, complexity of the text, lack of background knowledge and proficiency levels may affect the translingual pedagogy. It was revealed that learners might need translanguaging, especially at low proficiency levels, and a systematic translingual technique is presented for teachers.