Translanguaging framework for non-native English teachers working with young learners in Turkish primary schools

The pedagogical debate surrounding the role of the first language (L1) in English language (L2) instruction has been dichotomized into monolingual and bilingual approaches. While monolingual teaching emphasizes minimal L1 use, favouring maximum L2 exposure, the growing popularity of translanguaging, advocating for the constructive use of L1 in language learning, challenges this conventional norm. Despite increasing support for translanguaging, many English Language Teaching contexts globally maintain an L2-only policy, leading teachers to grapple with a sense of guilt when employing L1 in instruction. TRANSFRAME, recognizing this dilemma, adopts a mixed-method approach to explore L1 use and intends to furnish educators working with children with a comprehensive framework. It aims to create an environment in which both teachers and learners can confidently harness their linguistic resources without reservations, ultimately enhancing the effectiveness of English language instruction.