Becoming bilingual in the EFL classroom

Abstract

For some time now, EFL has been debating the extent to which models of attainment should be aligned with ‘native-speaker’ (NS) norms. One of the core problems with the NS concept is that it implies a monolingual speaker, and many of its critics have leant on descriptions coming out of bilingually oriented research. Increasingly cited in recent critiques, the concept of ‘translanguaging’ was born in the classroom and has now moved out into society and, as a starting point at least, may provide useful information for foreign-language educators regarding bilingual learning and behaviour. In this article, I briefly describe an EFL course inspired by translanguaging practices and discuss the students’ reactions to the idea of bilinguality as the goal of EFL.

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