International Journal of Language & Linguistics

Assessment of the Effectiveness of Translanguaging Pedagogy for Japanese EFL Students’ reading Comprehension
Alexis Goli

Abstract
New EFL policy introduced in Japan in 2020 made English the only language of instruction. However, a survey showed that both EFL teachers and learners favor the use of the L1 in EFL classes. Furthermore, research conducted outside Japan found that translanguaging pedagogy helps learners better develop their English competency compared to instructions that encourage using only the target language. Translanguaging pedagogy urges L2 learners to use all languages in their linguistic repertoire. This paper presents a proposal to evaluate the effectiveness of translanguaging pedagogy in developing the reading comprehension ability of a group of Japanese EFL learners. It suggests a pre-test and post-test assessment of the reading comprehension of an experimental and a control group of Japanese EFL learners. Both groups will take part in reading comprehension improvement classes; the experimental group will receive instruction based on translanguaging pedagogy, and the control group will be restricted to using only English in their classes.

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