Résumé:
This dissertation investigates challenges in implementation translanguaging in EFL classrooms Jijel,Algeria. Translanguaging, which involves the flexible integration of all a speaker's languages to enhance communication and learning, holds significant potential for multilingual learners by utilizing their first language with English. However, its application in EFL settings encounters various difficulties. In order to investigate this topic, a mixed-method approach was used. Two questionnaires were administered to students and teachers of Middle School Bilal Ben Rabah in Jijel.
Results show that teachers face many challenges, such as linguistic discrepancies between Arabic and English, a considerable absence of formal training in translanguaging strategies, and insufficient time for lesson preparation. Additionally, teachers identified a lack of support for translanguaging within the curriculum and official school policies. However, students generally felt comfortable using Arabic and believed it helped them understand English better, especially when learning difficult grammar,new words, or complex ideas. The majority of students reported no difficulties when transitioning between Arabic and English. The study points out the need for incorporating translanguaging into the curriculum, offering formal training and resources for educators, integrating Arabic into textbooks,and promoting bilingual activities and glossaries to aid student learning. The study also emphasizes the crucial need for supportive frameworks to successfully implement translanguaging in Algerian EFL middle schools.
