Translanguaging Practices in EFL Academic Presentations
Keywords:
academic presentations, english as a foreign language, translanguagingAbstract
Translanguaging in English as a Foreign Language (EFL) class presentations is examined from sociolinguistic and pedagogical perspectives. In multilingual higher education contexts, learners draw on their full linguistic repertoire to construct meaning and sustain communication during academic speaking activities. Rather than being viewed as a deficiency, the use of multiple languages can be understood as an integral component of communicative competence. A conceptual approach is employed by synthesizing key theories in sociolinguistics, bilingualism, and translanguaging, along with relevant studies on EFL classroom practices. The focus is placed on the forms and functions of translanguaging in class presentations, particularly in relation to meaning negotiation, interactional management, and the handling of linguistic limitations. Translanguaging functions as a strategic and adaptive resource that supports academic understanding, maintains communication flow, and enables learners to express complex ideas more effectively. It also contributes to increased confidence and more inclusive classroom participation. Therefore, translanguaging should be recognized as a valuable pedagogical resource that promotes flexible, meaningful, and context-sensitive language use in EFL academic settings.
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