Investigating translanguaging as a teaching and learning practice in an English medium higher education context in Turkey

This study aims to discuss and examine existing translanguaging practices within Turkish higher educational context with reference to Adana Science and Technology University (Adana STU). Research objectives of the study are: (i.) to determine language related challenges faced by the first year EMI students, (ii.) to discuss students' attitudes on translanguaging as a learning strategy (iii.) to examine translanguaging strategies used by the first year undergraduate students during their academic studies, (iv.) to discuss lecturers' attitudes on translanguaging as learning and teaching strategy and (v.) to determine the purposes of translanguaging practices used by lecturers when teaching content courses in English medium instruction (EMI). In order to achieve the research objectives, data collection of this study was carried out during the first semester of 2017-2018 academic year. The research collection tools included questionnaire, interviews and observations. As a first step, a Likert-type questionnaire was adapted for the study. Consistency among the items of the questionnaire prepared for the students was taken into account. Data gathered via questionnaires were analyzed through SPSS (Version 21.0). For the analyses of the quantitative data, mean and standard deviation scores via "Descriptive Statistics" were used. The second data collection tool was the semi-structured interview conducted with students and lecturers. Consistency between the items of the questionnaire and interview questions prepared for the students was taken into account. The semi-structured interviews with students were conducted by means of focus group discussion while lecturers were interviewed individually. The third data collection tool was non-participant observation. Content subject lessons of five lecturers were video-taped and patterns of translanguaging strategies used by lecturers and students were closely observed via non-participant observation. Qualitative data were analyzed via inductive content analysis method in a qualitative manner. The findings of the study revealed that the most occurring troubles that students face were inadequate use of technical English vocabulary and accent and pronunciation which hinder content mastery and communication in the classroom. The results of the study have also shown that translanguaging practices have widely been used by students and lecturers. While the majority of the lecturers held optimal positions towards translanguaging, students held maximal position towards translanguaging which gives priority to maximization of English use in EMI classrooms; however, they have still have positive attitudes towards benefits of translanguaging. Translanguaging practices used by students were revealed to be scaffolding with peers and lecturers, translation and use of bilingual materials and note taking in L1. Students use translanguaging with their classmates and lecturers mainly for understanding and clarifying the complicated parts of the content. Finally, it was also revealed that lecturers use translanguaging mostly for instructional and affective purposes such as clarifying and conveying the meaning to facilitate better comprehension of content, explaining new words and concepts, giving voice and increasing students' participation and encouraging and comforting students. The results of the study provide implications for university lecturers, students and authorities in terms of how they can adopt translanguaging practice as learning and teaching strategy in EMI programmes.