Comparison of Translanguaging Pedagogies Used by Native and Non-native Teachers in EFL Writing Classes
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Abstract
Introduction: The present quantitative study aimed to compare the translanguaging pedagogies used by native and non-native EFL teachers in their academic writing classes in a Türkish university context. Translanguaging pedagogies included strategies such as switching between and speaking multiple languages, comparing languages and cultures, and making use of translation.
Methodology: A native EFL teacher, a non-native EFL teacher, and their students (N = 32) were purposefully selected from the English pre-sessional program of a Türkish university. The native teacher is British, and the non-native teacher and the students are of Türkish nationality. Data was collected from two audio recordings of teachers’ academic writing classes. Data were analyzed through descriptive statistics such as the frequency of translanguaging pedagogies and English and Türkish words of the participants by using CLAN (Computerized Language ANalysis) Program.
Results: The findings revealed differences between the teachers’ classes. In the non-native teacher’s class, language integration (students’ L1 and target language) was more intensive, compared to the session with the native teacher. The frequency of Türkish words was high and close to the frequency of English words in the non-native teacher’s classroom, while English was dominating Türkish in the native teacher’s session at a significant level. Similarly, the switches between languages were much more in the classroom of the non-native teacher. Another finding indicated that the non-native teacher made much more use of translanguaging pedagogies than her native counterpart. Apart from code-switching, the non-native teacher compared English and Türkish grammar and translated vocabulary, sentences, and her questions to the students very often. On the other hand, the native EFL teacher only compared American and British cultures.
Conclusion: Native and non-native EFL teachers may approach translanguaging differently in the classroom, and this also affects the translanguaging behavior of their students accordingly. Further research is suggested with qualitative and longitudinal studies on native vs. non-native EFL teachers’ translanguaging. Implications were recommended at the end of the study.
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