ინგლისურ ენაზე სასაუბრო უნარების განვითარება ტრანსენობრივი მიდგომების საშუალებით

There has been a heated debate about incorporating L1 in teaching L2, its possible ambivalent affect and positive outcomes. To address this issue, the doctoral thesis offers an overview of the historical and ongoing interdisciplinary scientific studies. In that respect it is an important piece of research which is focused on translanguaging.
The aim of this dissertation is twofold: it investigates translanguaging pedagogies as a promising EFL teaching method and also identifies a methodological gap in the translanguaging literature which is related to the need of establishing a precise framework for its pedagogical use. The overview serves as the basis for an updated framework of using translanguaging for pedagogical purposes. The thesis also reviews the empirical part of the research which is based on different sources of data to ensure triangulation and provide a description of genuine academic situation in the Georgian setting in terms of teacher-learner experiences and preferences.
The dissertation presents a convincing argument that EFL teachers need to adopt a holistic view of all languages and incorporate intentional translanguaging pedagogies into their teaching practice to welcome students’ L1 and see it as a resource rather than an obstacle to find productive ways to enhance their speaking skills.
The study contributes to the perception of translanguaging pedagogies as a highly efficient method to be for adult learners to accomplish a learning goal, especially if it is improvement of speaking skills.