İkinci dil, üçüncü ve daha fazla dil öğrenenlere yönelik iki dilli ve çok dilli öğretmenler tarafından hazırlıklı ve hazırlıksız olarak kullanılan dillerarası geçişlilik pedagojileri

The present mixed-designed study aims to explore planned vs. spontaneous TP (Translanguaging pedagogies) in A1 starting level classes of English and Russian as a FL (Foreign language), and Turkish as a SL (Second language) in the School of Foreign Languages at a Turkish State University. Bilingual teachers (N=3) of English, multilingual teachers (N=2) of English and Russian/Turkish, and their students (N=157) were selected through convenient sampling. The students were divided into three main groups according to their TL (Target language): 1) English, 2) Turkish, and 3) Russian groups. The Russian group was exposed one academic year to a treatment of planned TP which involved intensive and systematic use of oral TP and multilingual materials. There was no intervention in English and Turkish groups, so they followed their teaching routine with monolingual textbooks and materials. The quantitative data was collected from a post-questionnaire developed by the researcher and from achievement scores of the students, which were analyzed through Kruskal–Wallis H test, Spearman Rank correlation analysis and ANOVA. The qualitative data collected from semi-structured interviews and graphic elicitation tasks, were analyzed through content and visual analysis by using CLAN (Computerized Language ANalysis) Program. The findings indicated that: (1) spontaneous TP were implemented in the groups without intervention, but only in oral form and at lower level than in the group of planned TP, (2) Bilingual teachers included two, while the multilingual teachers integrated three and more languages in their classes, (3) Planned TP have influenced students' attitudes to TP in a more positive way compared to the groups exposed to spontaneous TP. Moreover, this study also shows that L2 and L3/L3+ learners are quantitatively and qualitatively different: L2 learners prefer the inclusion of one and two languages, while L3/L3+ learners favor three and more languages in class. In addition, the findings revealed that multinational and multilingual SL classes are more predisposed to TP, when compared to monolingual EFL classes. Another finding indicated that students' preference for TP positively correlated with the extent to which it is used by their teacher in class. The study also claims that TP have benefits on reading and listening skills, and on the affective, cognitive and social engagement of students. Based on the findings, pedagogical implications involving tips and advice of how and when to implement TP with mono and bi-/multilingual learners in FL and SL contexts were suggested at the end of the study. KEY WORDS: Planned vs. Spontaneous Translanguaging Pedagogies, L2 Learners, L3/L3+ Learners, Multilingual Teachers, Bilingual Teachers