Machine Translation Use as Translanguaging in Content and Language Integrated Learning: A Case Study in a General English Course for Global Citizenship

Abstract

This study investigated the convergence of content and language integrated learning, translanguaging, and global citizenship education in an EFL tertiary English class. Conceptualized within translanguaging as an assemblage for meaning-making, machine translation was incorporated into the course in a way that EFL bilinguals could fully avail themselves of their linguistic repertoire for the learning of global citizenship and language. The analyses of thirty-three students’ response essays and survey results demonstrate the success of MT as both a scaffold for bridging language-content gaps and a tool for language acquisition. Design features, perceived as important, were a careful introduction and training on MT use and teacher feedback on MT-assisted writing. Survey results emphasize the crucial role of the students’ L1 in meaning-making. The study offers a practical guide for educators interested in using MT in L2 writing instruction and encourages further research on the theoretical and pedagogical applications of translanguaging in diverse EFL contexts.

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