Translanguaging as a pedagogical practice in content and language integrated learning (CLIL) A case study of first year students at the department of computer science, khenchela university Abbes Laghrour
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Date
2024
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UNIVERSITÉ ABBAS LAGHROUR KHENECHELA
Abstract
Abstract
The study aims to shed light on the effectiveness of using translanguaging as a pedagogical
practice in CLIL in the Computer Science Department at Khenchela University, particularly
among first-year degree students. The main objectives were to examine the impact of
translanguaging practice in CLIL by encouraging students to acquire linguistic awareness,
investigate the role of translanguaging in CLIL in impacting learners' critical thinking, and
outline to what extent teachers' attitudes and aptitudes in using translanguaging impact
learners' effectiveness and develop their communicative competence. A convergent parallel
mixed methods study design was used to collect both qualitative data from teachers'
interviews and quantitative data from students' questionnaires. The results obtained from the
utilization of both tools demonstrated that translanguaging has a positive impact on students'
linguistic competence. Hence, translanguaging is considered a bridge between the language
and the content, which improves students' critical thinking. Finally, teachers' attitudes and
aptitudes during lessons by implementing translanguaging motivate students to be more
engaged and enhance their communicative competence.