The present study focuses on the effects and outcomes of translanguaging-oriented practices in foreign language teaching. Linguistic and cognitive learning gains are considered, as are affective, motivational and interactional dimensions. At the same time, the study critically reflects on the extent to which the findings to date can be transferred to different educational contexts and the challenges that arise for teaching practice.
The significance of this question lies not only in its scientific value, but also in its practical relevance for foreign language teaching. In view of increasing linguistic diversity in classrooms worldwide, it is crucial to identify ways in which existing linguistic resources can be productively integrated into learning processes. The result of this study therefore contributes to existing research, educational policy and teaching practice.
The study’s outline is as follows: after presenting the theoretical foundations and a conceptual classification of translanguaging, an overview of the current state of research is provided. Building on this, five central empirical studies are presented and analysed
systematically in terms of their results. The subsequent discussion summarises the findings, reflects on opportunities and limitations for language teaching, and identifies further research questions. Finally, the central findings are brought together in a concluding reflection.
- Quote paper
- Anonymous (Author), 2025, Effects and Outcomes of Translanguaging Practices in Foreign Language Education, Munich, GRIN Verlag, https://www.grin.com/document/1624375
