THEORETICAL FOUNDATIONS OF TRANSLANGUAGING AS A PEDAGOGICAL CATEGORY

This review article considers translanguaging as an aspect of multilingualism aimed at integrating the languages that an individual speaks. From the perspective of pedagogy and methods of teaching foreign languages, translanguaging determines the possibility and ways of using the entire linguistic repertoire of a student in the process of teaching a foreign language at university. Translanguaging as a pedagogical category is aimed at developing the student’s ability to switch from one language to another and involves both a refusal to use one language and the practice of using the native and target languages in isolation. This article presents the conceptualization of translanguaging as a pedagogical category. Based on the purpose and intensity of language alternation, as well as the degree of pedagogical management of language alternation, the forms, types and elements of pedagogical translanguaging are defined.