Affiliation:
1. ARTVİN ÇORUH ÜNİVERSİTESİ
Abstract
Translanguaging has recently emerged as a topic of interest in English Medium Instruction (EMI) contexts, where students are expected to demonstrate proficiency in English, particularly in academic writing. This paper explores the potential benefits of incorporating translanguaging practices in exam papers to support multilingual students' understanding and performance. Drawing on constructionist grammar as its theoretical framework, this study discusses the complexities of translanguaging in exam papers and provides practical examples of how it can be implemented in English literature classrooms, especially in EMI contexts. Embracing a mixed-methods design to comprehensively understand translanguaging practices in exam papers and their effects on student performances and using a sample of English literature students in Türkiye, the study analyses exam papers to explore translanguaging and its potential impact on students' written work. The findings suggest that translanguaging practices in exam papers facilitate students' comprehension and promote their confidence and engagement in learning. Overall, this study contributes to the growing body of research on translanguaging in education and provides insights into how translanguaging practices can be effectively implemented in English medium instruction.
Publisher
Dil Egitimi ve Arastirmalari Dergisi
Subject
General Medicine,General Chemistry
Reference36 articles.
1. Ascenzi-Moreno, L., & Espinosa, C. M. (2018). Opening up spaces for their whole selves: A case study group's exploration of translanguaging practices in writing. NYS TESOL Journal, 5(1), 10-29.
2. Barlow, M., & Kemmer, S. (Eds.). (2000). Usage-based models of language. CSLI Publications.
3. Behrens, H. (2009). Usage-based emergentist approaches to language acquisition. Linguistics, 47(2), 383-411. https://doi.org/10.1515/LING.2009.014
4. Bybee, J. (1998). The emergent lexicon. Chicago Linguistic Society, 34(2), 421-435.
5. Bybee, J. (2010). Language, usage and cognition. Cambridge University Press.