Translanguaging as an Aspect of ESP Acquisition in Non-Linguistic Universities

Kira Vyshnevska,Olga Bratanych,Olena Hushko,Zulfizar Karimova,Sergii Skydan,S Hushko,S Semerikov,A Shaikan,V Solovieva,I Khvostina

doi:10.1051/shsconf/202110002012

Kira Vyshnevska, Olga Bratanych + Show 8 more

Open Access

https://doi.org/10.1051/shsconf/202110002012

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Abstract

This article seeks to develop Translanguaging as a theory and an efficient ESP classroom practice. We consider Translanguaging at linguistic and linguodidactic (spontaneous, or preplanned) levels. Our findings may be of certain practical value for ESP teachers, hesitant about acceptance of Translanguaging for building rapport with students, creating a positive learning environment and aiding their acquisition of target language. We contextualize Translanguaging in the ESP classroom realities of the State University of Economics and Technology (Ukraine), National University of Tashkent, Bukhara State University (Uzbekistan) and Samara State Technical University (the Russian Federation). The study was based upon the online survey of teachers’ attitude towards Translanguaging and their practice of translanguaging in ESP classrooms. In order to obtain reliable information and to explore the topic rigorously we applied a combined-method design, integrating quantitative and qualitative approaches. The paper provides empirical results on the role of translanguaging in ESP classrooms, the expediency of using the translanguaging strategy in ESP classes and its "legitimization" in the methodology of teaching, the extent of using Translanguaging by university teachers and students, evaluations of Translanguaging shortcomings and benefits. Studies have shown that translanguaging is both an efficient learning tool and a useful teaching method if pedagogical activities are designed thoroughly.

Highlights

Globalization, intensification of migration processes, including in the world network space, created both possibility and necessity to study two or more foreign languages, aroused interest in different ethno cultures, their specifics, points of contact, features of interaction
Modern linguodidactics actualizes the problems of studying the contacts of languages and cultures, the patterns of formation of bi- and polylingual personality, the specifics of simultaneous and consistent development of different linguistic cultures
In spite of growing number of research regarding necessity of understanding these concepts in order to face epoch of globalization, only a few studies explain ways to apply them in the foreign language education [1]

Summary

Introduction

Globalization, intensification of migration processes, including in the world network space, created both possibility and necessity to study two or more foreign languages, aroused interest in different ethno cultures, their specifics, points of contact, features of interaction. In this regard, modern linguodidactics actualizes the problems of studying the contacts of languages and cultures, the patterns of formation of bi- and polylingual personality, the specifics of simultaneous and consistent development of different linguistic cultures. The translanguaging (TL) related concepts such as "translingualism", "translingual skills", "translingual personality" are studied in the most effective way in linguistics, sociolinguistics, literary studies, advertising theory, translation studies, culturology, theory and practice of foreign language teaching. In order to fill the gap our study is aimed at examining the implementation of translanguaging in ESP context with all the challenges, criticism and creativity

Background to the study

Literature Review

Translanguaging in the ESP classroom

Findings

Conclusion