TRANSLANGUAGING AND ASSET-BASED MULTILINGUAL PRACTICES AS CORE EFL METHODOLOGY
Abstract
The growing linguistic diversity of modern classrooms has challenged traditional monolingual approaches in English as a Foreign Language (EFL) education. Recent pedagogical research increasingly emphasizes translanguaging and asset-based multilingual practices as effective methodologies that recognize learners’ full linguistic repertoires as valuable educational resources. This article explores translanguaging as a core EFL methodology and examines its influence on learner autonomy and motivation. Drawing on contemporary theories of multilingualism, sociocultural learning, and bilingual education, the paper argues that translanguaging creates inclusive learning environments where students actively construct knowledge through flexible language practices. Furthermore, asset-based multilingual approaches enhance learners’ confidence, participation, and self-regulated learning by validating their linguistic identities and prior knowledge. The article concludes that integrating translanguaging into EFL pedagogy promotes deeper cognitive engagement, strengthens learner motivation, and supports the development of autonomous language learners in multilingual educational contexts.
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