Nassima Benaissa | École Normale Supérieure (original) (raw)

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Papers by Nassima Benaissa

The Impact of Translanguaging Pedagogies on the Interactional Competence Development of EFL Learners: The Case of Fourth-Year Students of English at ENS Laghouat, 2024

Enhancing learners’ classroom interactions in using and exploring a language they still do not ma... more Enhancing learners’ classroom interactions in using and exploring a language they still do not master is a challenge most teachers need to face in English as a foreign language (EFL) classroom. Moreover, triggering students’ need to communicate and interact with one another in a language other than the one they use to socialize within the group is not an easy task. Given the increasing diversity in classrooms worldwide and the growing trend toward multilingualism, translanguaging has emerged as a prominent pedagogical approach that is vehemently supported by scholars. However, there is a paucity of research investigating the effects of pedagogical translanguaging on classroom interactions and the extent to which students and teachers are willing to accommodate other languages. Thus, this study explores the impact of translanguaging pedagogies in developing the interactional competence of EFL students. The researcher used a mixed-method approach carried out on 40 fourth-year EFL students and five teachers of English at ENS Laghouat. The research data was obtained through an online questionnaire for students and a structured interview for teachers. The findings of this study indicate that students held ambivalent attitudes toward translanguaging while teachers’ perspectives varied depending on their ideologies and the performance of their students. The study shed light on significant implications for both students and teachers, particularly in the context of EFL education. It implied that creating a classroom environment that encourages discussion and participation is beneficial for students, and leveraging existing language repertoires can significantly support those with low proficiency in the target language. However, successful implementation requires careful planning, preparation, and support for teachers, considering factors like teaching style, lesson purpose, students’ attitudes, and school policies.
Keywords: Classroom interaction, multilingual, translanguaging, pedagogical approach, interactional Competence, effects, teachers’ and students' attitudes, EFL education, repertoire.

The Impact of Translanguaging Pedagogies on the Interactional Competence Development of EFL Learners: The Case of Fourth-Year Students of English at ENS Laghouat, 2024

Enhancing learners’ classroom interactions in using and exploring a language they still do not ma... more Enhancing learners’ classroom interactions in using and exploring a language they still do not master is a challenge most teachers need to face in English as a foreign language (EFL) classroom. Moreover, triggering students’ need to communicate and interact with one another in a language other than the one they use to socialize within the group is not an easy task. Given the increasing diversity in classrooms worldwide and the growing trend toward multilingualism, translanguaging has emerged as a prominent pedagogical approach that is vehemently supported by scholars. However, there is a paucity of research investigating the effects of pedagogical translanguaging on classroom interactions and the extent to which students and teachers are willing to accommodate other languages. Thus, this study explores the impact of translanguaging pedagogies in developing the interactional competence of EFL students. The researcher used a mixed-method approach carried out on 40 fourth-year EFL students and five teachers of English at ENS Laghouat. The research data was obtained through an online questionnaire for students and a structured interview for teachers. The findings of this study indicate that students held ambivalent attitudes toward translanguaging while teachers’ perspectives varied depending on their ideologies and the performance of their students. The study shed light on significant implications for both students and teachers, particularly in the context of EFL education. It implied that creating a classroom environment that encourages discussion and participation is beneficial for students, and leveraging existing language repertoires can significantly support those with low proficiency in the target language. However, successful implementation requires careful planning, preparation, and support for teachers, considering factors like teaching style, lesson purpose, students’ attitudes, and school policies.
Keywords: Classroom interaction, multilingual, translanguaging, pedagogical approach, interactional Competence, effects, teachers’ and students' attitudes, EFL education, repertoire.