Developing vocabulary retention through translanguaging in a task-based-oriented classroom

Abstract

Despite today's more acclaimed approaches, which encourage the use of the target language(L2) over the mother tongue (L1), translanguaging offers a fascinating approach towards language teaching. This research had the purpose of analysing how translanguaging in task-based instruction aid students’ English vocabulary retention development. The researchers based this study on exploratory action research and worked with a qualitative approach. Observation sheets and interview protocols were also used as instruments of this research to gather the data. This study was conducted within a semi-private school located in Azogues City, Ecuador. The focus of the study was on the 4th-grade class comprising 28 students. Since the researchers focused on the four English skills: writing, reading, listening, and speaking, students found a chance to experience translanguaging in different ways through task-based lessons. The results showed that students feel more encouraged to retain a target vocabulary through their L1s since they use it as a making-sense tool. Additionally, the researchers also found through interviews that students thought Spanish was essential when researchers used translanguaging in their task-based classes. This thesis, considering students' feedback and the researchers' observations, encourages the use of L1 as a tool within the EFL classroom regarding vocabulary since it helps students by recognizing the value of their mother tongues and catering for their linguistic backgrounds.