TRANSLANGUAGING AS A PEDAGOGICAL RESOURCE IN THE ESP CLASSROOM
Keywords:
translanguaging, English for Specific Purposes, multilingualism, monolingual norm, first language, cross-linguistic awareness, technical vocabulary.Abstract
The article examines translanguaging as a pedagogical resource in English for Specific Purposes (ESP) instruction in multilingual technical education. The persistence of the monolingual, English-only norm is questioned in the light of the theory of translanguaging, which reconceptualizes the learner’s first language not as interference but as part of a single integrated linguistic repertoire. The distinction between spontaneous and planned (pedagogical) translanguaging is analyzed, and empirical evidence is reviewed showing that the purposeful use of the first language supports comprehension of specialized terminology and complex concepts, develops cross-linguistic awareness, and enriches written production. It is argued that translanguaging strengthens ESP learning only when it is strategically designed rather than used as an unplanned retreat into the first language, and criteria for its principled classroom use are formulated.
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