Hidden Ideologies: Investigating Algerian University Teachers’ Attitudes Towards Creating Translanguaging Spaces In Efl Classes

Abstract

Abstract: Integrating the entire linguistic repertoire when teaching/learning foreign languages seems to be distracting from the traditional approach of bilingual education, which mainly relies on language segregation. New approaches have emerged, including translanguaging, that challenge the classical view of bilingualism in general and foreign language teaching specifically. From a translanguaging perspective, languages are not viewed as separate entities but as co-existing and mutually interdependent. This extends to pedagogical practices as it helps expand students' linguistic knowledge and achieve communication purposes in the future. The present descriptive research paper sheds light on Algerian EFL University teachers' attitudes towards this new challenging concept, it demonstrates their linguistic practices and pedagogical choices in EFL classes. The sample population contains 120 university teachers from various universities in Algeria. The data were collected using the online survey and quantitatively analyzed. Research findings reveal that the majority of participants believe that translanguaging can serve as a source of motivation and knowledge development, yet their attitudes towards creating translanguaging spaces were extreme. This research helped uncover participants' ideologies later depicted in their language choice and linguistic acts in the classroom. Consequently, it contributes to translanguaging literature in general and promoting this flexible teaching strategy in the Algerian educational context. Keywords: Algerian EFL instructors, attitudes, linguistic practices, EFL classes, translanguaging spaces