Translanguagism and the Bilingual EFL Learner of Saudi Arabia: Exploring New Vistas
Posted: 4 May 2020
Date Written: April 7, 2020
Abstract
The current study aimed at examining the efficacy of the trans-languagism in a limited context with Saudi school children who are emergent bilinguals. Two EFL teachers were trained over a period of two weeks (a maximum of twelve hours) in practices that are not monolingual, for teaching English to forty, grade-six EFL learners in Qassim region, KSA. They were taught with trans-languaging strategies over the period of four weeks and at the end of the period, subjected to a previously administered speaking linked comprehension test to find how the trans-languaging approach enabled them to grasp and express the meaning of the content. A perceptions survey was also administered to twelve school teachers of EFL in the region to gauge their attitudes and perceptions to trans-languaging. The study concludes with suitable and useful recommendations for the administration, policymakers and teacher community.
Keywords: Trans-languagism, Bilingualism, Attitude, Perception, EFL Learners
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