Abstract:
In the past few decades, the concept of translanguaging has generated a large
amount of theoretical and empirical studies. Determining whether translanguaging is
beneficial or detrimental to second language acquisition has been one of the major
goals of translanguaging research. The current study investigates the impact of the
use of translanguaging in developing second language reading skills among Arab
learners of Turkish at the TÖMER centers in Turkey and the way both the teachers
and students of Turkish perceive the translanguaging method. It also explores the
different strategies used by L2 learners to develop their reading comprehension skills
and retain and understand new Turkish vocabulary. Thirty-four Arab students of A1
level in Turkish and four teachers participated in the study. Four data collection
instruments were used in the study: namely, the TÖMER test, the perception
questionnaires, the interviews, and the classroom observations. Quantitative analyses
of the data were computed by Paired-Samples T-tests and Independent-Samples T tests. Although T-test results did not reach significance, the results from the
descriptive statistics revealed that the students‟ reading comprehension slightly
improved after allowing them to use translanguaging. Furthermore, the majority of
the learners reported positive experiences and attitudes towards translanguaging
practices. These findings highlight the importance of the translanguaging pedagogy
and its role in enhancing L2 learners‟ reading skills and second language acquisition.
