Introduction
Acquisition of a native language appears as an automated process, and it is presumed that once it happens, it becomes immune to change. However, there are these individuals who routinely make use of more than one language, and or reside in a bilingual environment. Attrition research documents that in terms of creativity and productivity, these individuals are more fluent in foreign languages than they are in their native languages (Yilmaz, 2017). This is possible because these individuals use the translanguaging technique to ensure the acquisition of foreign features to maximize the required communicative potential. The possibility of talking two languages does not occur by simply switching between languages. There must be a combination of two languages in a system which in integration is known as linguistic repertoire (Yilmaz, 2017).
The scholars’ concern about how individuals can successfully be bilinguals has resulted in a pedagogical strategy known as translanguaging. The approach gives more direct paths to acquiring and teaching rigorous content than merely developing the use of academic language.
Scholarly Definitions
- Monolingualism is speaking of language which was learned from childhood without mixing it with any other languages.
- Translanguaging is the deployment of a speaker’s linguistic repertoire in its entirety.
- Bilinguals are students who can use two languages to communicate or even write.
Literature Research
When reading a text, the process should be interactive between that text with the reader. Readers need to ensure the extraction of meaning from the passage by the application of previously learned comprehension strategies (Yuvayapan, 2019). According to Bloom’s taxonomy with regards to education, literal comprehension occurs as per the information represented in the text explicitly (Javed & Siew, 2015). On the other hand, reorganization is a comprehension of text-dependent on the ability to analyze, synthesize and ensure the integration of information stated in the text implicitly. This process however occurs if a person can make relevant conjectures and assumptions about the text.
The issue of multilingualism, as much as it is a global issue as of now, has various challenges. There is the common occurrence of diverse linguistic repertoire, due to issues such as immigration, and colonialism. and globalization even the development of technology (Haiyan & Xiaojun, 2018). The author points to South Africa as one of the postcolonial countries where the multilingual scheme is evident. Anthony reveals that in South Africa, learners are not strategized to learn their first language L2(Anthony, 2018). The ultimate learning however occurs in school, where the students are exposed to multiple languages. The ideology of this system is that when a person learns more than one language, they are empowered in terms of cognitive functions (Pyle et al., 2017). This reveals, that there is a possibility of integrating both the L1 and L2 as one component towards the acquisition of the L2.
This century has ultimately challenge, posed by the need for multilingual to the monolingual learning strategy which dominate last century’s studies in the world. Currently, there is a need to use more than language, during the reading of instructions. Translingual theory, allows the reading to occur in two languages while students are in the classroom (Yuvayapan, 2019). This study revealed that by utilizing this ability, both the students and the teachers were able to tap into a range of linguistic and communicative resources. In addition, this enabled them to be able to draw on their cultural and social needs while trying to make sense of the available texts (Maseko & Mkhize, 2019). This resource approves the idea of learning and teaching reading in the context of translanguaging in the ESL (English Second Language) context.
Human beings are created with limited emotional and cognitive limits. Various trade-offs occur when there is a comparison of L2 and L1 because of human memory and their power to process information (Charamba, 2019). In a study done on Portuguese speakers of English descent, a higher degree for L2 was attrition of L1 (Charamba, 2019). The study agrees with the fact that there is a possibility to integrate both the L2 and L1 as a component when it comes to the acquisition of L2 (Yilmaz, 2017). The bottom line here is, that there is a possibility of learning a language, though it might not result in proficiency in the learned language, but enhances the aspect of tranlanguaging and reading of instruction in ESL learners.
Reading has been considered a problem among students because of poor comprehension power. The aspect which causes such is the student’s inability to read instructions when they are still at a lower level of their education. This means teachers need to ensure they improve in the determination of how students could best read and comprehend instructions. The study further affirms the main idea of a text need to be at the heart of the L2 reading. The L2 students, therefore, need to have the capacity to build text awareness by utilizing L2 to enhance their reading comprehension.
Discussion
The main reason for this study was to showcase translanguaging as a tool that students can employ as a pedagogic approach to enhancing their comprehension ability. The research as per the above literature review establishes that the comprehension of every reading material is centered on the student’s ability to embrace translaguaning or paraphrasing (Conteh, 2018). Students when exposed to L1 and L2, can be able to give paraphrases in two languages, while still upholding their original meaning. This is a clear indication that there are possibilities of using languages interchangeably for a deeper understanding of the subject texts. That means teachers do not become a hindrance to students who want to get a wider understanding of reading materials (Hungwe, 2019). Therefore, students can easily make use of their linguistic resources when they want to gain a deeper understanding of the subject text.
In the quest of maximizing communicative potential, students need to employ a translanguaging act. If bilinguals can use home languages in an academic setting, then they can vigorously understand instructions. The theoretical aspect of translangauging, therefore, is providing a direct way to make vigorous content comprehensible (Tabatabaei, 2019). This tool is promising in regards to empowering students in terms of learning a second language which is English. There is a need to ensure that future classrooms are constituted in such a manner that both students are teachers can employ the translangauging skills as witnessed in South Africa. This is one of the main strategies through which educationists can improve students’ English language skills.
Conclusion
It is essential to note that the translangauging tool is very effective in building and developing students’ proficiency in the English language. Teachers are emulating the need to use this tool for the sake of creating a space for dynamism in classrooms.
Language policy is significant for both the students and the teachers in regards to applying the strategy in a classroom environment. The overall idea is that when learners apply it, translanguaging is effective in encouraging swift languages and in the course negotiating the meaning of a text. If they adhere to the demands of this strategy, students become not only successful but also achievers in the English language (Iversen, 2019). This method also empowers students to know they are good bilingual learners. The teachers must understand how this strategy is used to leverage the students’ learning opportunities.
References
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Pyle, D., Pyle, N., Lignugaris, B., Duran, L., & Akers, J. (2017). Academic effects of peer-mediated interventions with English language learners: A research synthesis. Reviewed of Educational Research, 87(1). 103-133.