THE IMPACT OF TRANSLANGUAGING ON DEVELOPING SPEAKING SKILLS OF ENGLISH LANGUAGE LEARNERS

Abstract

The growing linguistic diversity of educational settings has encouraged researchers and educators to reconsider traditional monolingual approaches to language teaching. Translanguaging, which refers to the strategic use of multiple linguistic resources by bilingual and multilingual speakers, has emerged as an effective pedagogical practice in second and foreign language education. This article examines the impact of translanguaging on the development of speaking skills among English language learners (ELLs). Drawing on contemporary theories of bilingualism and sociocultural learning, the study explores how translanguaging facilitates oral communication, enhances learners’ confidence, promotes interaction, and supports the acquisition of communicative competence.