Translanguaging in the Young Learner EFL Classroom in Turkey: Hidden Challenges and Complexities

Abstract

There has been a growing interest in translanguaging in foreign/second language education recently, as it offers a new perspective in terms of drawing on a diverse linguistic repertoire in a dynamic and flexible way. It has sparked several studies focusing on different aspects of translanguaging in various contexts. However, research on teachers’ actual translanguaging practices particularly in young learner English as a foreign language (EFL) classroom remains scarce. Considering this drawback, this chapter aims to demonstrate how EFL teachers working with young learners in Turkey experience challenges, dilemmas, and complexities regarding translanguaging practices. The study, a part of a broader project focusing on amount, functions, and reasons for the use of translanguaging in primary schools, drew on semi-structured interviews with five teachers and classroom observations over the course of 60 lessons. The results showed that although participant teachers frequently used a variety of translanguaging strategies in order to enhance target language teaching and learning, they experienced some challenges and complexities regarding language use. They mostly felt guilty for using the first language (L1) despite feeling its necessity in teaching learners more efficiently. It was also revealed that they unconsciously switched from one language to the other (from English to Turkish or vice versa), which was also a surprise for them after listening to their voice recordings. This study will help Teaching English to Speakers of Other Languages (TESOL) practitioners see how to avoid these challenges and complexities and use both local languages and English effectively by customizing these translanguaging practices according to their own contexts.