Enhancing Writing Bi-literacy for Practical Purposes through Translanguaging

Abstract

This study investigated the potentialities of dual language instruction to overcome the deficiency of conventional approaches to the teaching of English for specific purposes (ESP). The study employed a mixed study design in which experimental treatment and qualitative exploration are combined. A sample of 60 student from a population of third year law school students (150) were drawn through stratified sampling techniques .Written tests on practical communicative purposes were used to generate quantitative data. Document analysis and In-depth interview were employed to collect qualitative data complementing evidences from the test. The study employed an independent sample t-test and multiple regression to analyse the data from the written tests. Thematic analysis was used to interpret the evidences from the in-depth interview and the documents. The results of the study showed that the pedagogical techniques of translanguaging has the potential to foster dual language skills for practical purposes, thereby overcoming the deficiency of conventional teaching of English for specific purposes (ESP). Unlike the case in conventional ESP instructional process, it enhances knowledge of relevant lexis, syntax and genre moves evidenced by successful writing goal attainment in in academic and workplace writing. Further, the intervention raises motivation and cognitive engagement on the part of students.