Developing Translanguaging Exercises: Utilizing Arabic Grammar Knowledge to Facilitate English Grammar Comprehension

Abstract

Research on utilizing students' existing linguistic skills in their first language (L1) to learn a second language (L2) through translanguaging has received considerable attention. However, there is hesitancy in Arabic schools to integrate Arabic into English as a Foreign Language (EFL) and English as a Second Language (ESL) classes. Arabic-speaking teachers and students have mixed attitudes toward the presence of Arabic in English grammar classes, fearing potential interference with English proficiency. Although Arabic is used in these classes, it often happens informally or spontaneously due to a lack of planning. This issue is compounded by the absence of instructions on incorporating Arabic in English grammar textbooks and teachers' limited understanding of how to utilize students' prior knowledge of Arabic grammar through pedagogical translanguaging to understand English grammar concepts. Consequently, students' full linguistic potential remains overlooked. To address this gap, five translanguaging grammar exercises have been developed, aligning Arabic and English grammar concepts. These exercises aim to enhance metalinguistic awareness among Arabic-speaking students, moving beyond traditional grammar translation methods to incorporate culture and facilitate comprehensive language learning.