DİLLER ARASI GEÇİŞLİLİK (TRANSLANGUAGING): ÇIKARIMLAR VE TÜRKİYE BAĞLAMINDA ARTAN İHTİYAÇ Türkiye’deki Yazma Derslerindeki Etkilerine İlişkin İçgörüler

Yabancı dil öğretimi günümüzde bir paradigma değişikliğine tanıklık etmektedir. Yabancı dil öğrencileri için önceleri ana dili konuşurlarının performansı nihai hedefti. Bu da ister istemez diller arasında hiyerarşik bir anlayış ortaya koymaktaydı. Ancak günümüzde dil öğrencisinin ana dilinin (ve/veya başka dillerinin) ve kültürünün (ve/veya kültürlerinin) de göz ardı edilemeyeceği ve bunlar arasında keskin sınırlar olmadığı anlayışı tartışılmaktadır. Artık yabancı dil öğrencisinin repertuarında bulunan tüm dillerin ihtiyaca göre gerektiği zaman kullanılabileceği düşünülmektedir. Dolayısıyla İngilizce başta olmak üzere kimi dillerin diğer dillerden daha prestijli oldukları gibi bir anlayış da eleştirilmektedir. Diller arası geçişlilik (translanguaging) kavramı bu değişikliğin kalbinde yer almaktadır. Uygulamalı dilbilimde diller arası geçişlilik yeni bir yaklaşım olarak ortaya çıkmaktadır ve ilgili kuramlaştırmada önerilen iyileştirmelerin dilötesi pedagojilerle de desteklenmesi gerektiği anlayışı ortaya çıkmıştır. Bu bağlamda bu literatür incelemesinde önce diller arası geçişlilik yaklaşımının teorik temelleri ve bunları örneklendiren ampirik örnekler sunulmuştur. Sonra Türkiye’deki dil öğretimi uygulamaları gözden geçirilip Türkiye’deki İngilizce ve Türkçe dil hazırlık sınıflarındaki özellikle yazma derslerinde ve İngilizce eğitim dili kullanılan alan derslerinde (English Medium of Instruction - EMI) diller arası geçişlilik yaklaşımından faydalanmak için muhtemel pedagojik uygulamaların neler olabileceğine dair akıl yürütülmüştür. Çünkü dil öğrenme ortamlarının bir parçası olarak sözkonusu çokdilli uygulamaların olağan hale getirildiğinde öğrencilerin eğitimini zenginleştirdiği söylenebilir.

TRANSLANGUAGING: INFERENCES AND THE INCREASING NEED IN TURKEY Insights Into Its Effects On Writing Classes In Turkey

Foreign language teaching is witnessing a paradigm shift today. The performance of native speakers was the ultimate goal for foreign language learners. Such an approach, inevitably, imposed a hierarchical positioning of languages. However, today it has been acknowledged that the language learner's first/other language(s) and culture(s) cannot be ignored and that there are no sharp boundaries between them. Now, it is thought that all languages in a foreign language student's repertoire can be used when needed. Therefore, an understanding that some languages, especially English, are more prestigious than other languages, is also criticized. The concept of translanguaging is at the heart of this change. Translingualism in applied linguistics is emerging in this context as a new approach, and the improvements that have been made in theorization about translingual practices need to be accordingly supplemented with translingual pedagogies. Therefore, in this literature review, first, the theoretical foundations of the translanguaging approach and empirical studies exemplifying them are presented. Then, the language teaching practices in Turkey were reviewed and the pedagogical implications are discussed to benefit from the translanguaging approach in language preparatory classes (English and Turkish), particularly in writing classes and English medium of instruction courses (EMI) in Turkey. It can safely be argued that if these multilingual applications are prevalent in language learning environments, they enrich the language learning experience of students.

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