Embracing Linguistic Fluidity: Unpacking Translingual Disposition Of Saudi EFL Teachers In Writing Classrooms

Abstract

Recent geopolitical dynamics have given an unprecedented boost to translingual practices across sectors including education. This study examines the perceptions of teachers towards translingual practices in EFL writing classrooms in Saudi Arabia. The study sample comprised 21 Saudi instructors whose opinions were gathered using a close-ended survey and interviews under a descriptive mixed approach. Results indicate that Saudi instructors are open to incorporating translingualism in their classroom practices to a large extent which can be especially effective in teaching writing. Adopting linguistic fluidity enables the instructors to include various linguistic elements, which is likely to enhance the writing output and proficiency of their students. Besides, the instructors believe that this approach helps bridge the cultural and linguistic differences. Further, that this approach ensures greater inclusivity and more comprehensive learning environment for the students.  The participants also believe that translingual practices have initiated a shift from conventional, monolingual pedagogies to more inclusive, flexible, and adaptable ones. The study recommends that teachers’ positive attitudes to translingual practices opens the possibility for these to be incorporated in the EFL classrooms to make the learning experience more wholesome and richer. It is also important to include and evaluate these new philosophies in education to fulfil the long term needs of the students and to ensure the relevance and effectiveness of educational practices.