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etical guidance for scholars and researchers interested in language learning and teaching. By contributing to the existing body of research on translanguaging, this study may promote the development of translanguaging as a theory. This research will provide insight into pedagogical translanguaging in EFL classrooms for students, teachers, policymakers, and school administrations. 

Chapter Two LITERATURE REVIEW

2.1 Translanguaging Theory

2.1.1 The Origin and Development of Translanguaging

The term “trawsieithu” was initially coined in Welsh (Williams 1994). It refers to pedagogical practice in bilingual education that deliberately and systematically alternates input and output language. This pedagogical strategy assumes that learners should fully understand the meaning of teachers’ discourses before answering questions correctly (Lewis et al., 2012a: 643). Williams holds that the policy of only using Welsh hinders the development of students’ language learning in the Welsh Language Promotion Project. And he believes that a shift between two languages could strengthen students’ bilingual learning ability. Later, the conception of this pedagogical strategy was introduced to Europe by Colin Baker. In 2011, he translated it to “translanguaging” and defined translanguaging as making meaning, shaping experiences, and gaining understanding and knowledge through using two languages. 

The concept of translanguaging was popularly discussed in Western countries at that time. García is one of the representatives who studied bilingual ethnic minority children with Spanish backgrounds from a translanguaging perspective. García defined translanguaging practices as dynamic multilingual practices bilinguals use to communicate in a bilingual environment (García, 2009). She believed that, on the one hand, translanguaging practices could help learners stimulate their learning potential; on the other hand, they can change the way teachers guide students to learn. Canagarajah (2011) summarized multilingual practice as the ability of multilinguals to shuttle between different languages from the perspective of cross-language practice. This ability is closely related to their translanguaging repertoire. The main flaw of the above interpretation of translanguaging lies in recognizing the sociolinguistic problems caused by the objective existence of naming language and the shackles of language ideology controlled by mainstream society. García and Li (2014) clarified the true meaning of “trans” initially. They proposed that it means transcending the discourse practice of multiple named languages and various resources to express their dual (multilingual) world.

2.2 methodology in Translanguaging Research

With the development of translanguaging research, the methodology has grown diverse and comprehensive. The qualitative and quantitative research methods are most widely used to investigate foreign language classrooms from a translanguaging perspective. For instance, some studies adopt quantitative approaches to measure the amounts of L1 and L2 used in natural classroom settings (see Duff & Polio, 1990). Others have adopted a qualitative principle to provide a descriptive taxonomy to categorize the functional use of L1 in L2 classrooms (see Polio & Duff, 1994; Swain & Lapkin, 2000; Cook 2001; Lin, 2015). In addition, the combination of the 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。