From Cultural Literacy to Intercultural Competence: Translanguaging as a Pedagogical Response to Globalization in EFL Education
Abstract
positioning translanguaging as a pedagogical strategy to address evolving sociolinguistic demands. Drawing on Byrams intercultural communicative competence framework and Garcs translanguaging theory, the analysis critiques traditional language teaching models that prioritize
static cultural knowledge transmission over dynamic intercultural negotiation. It argues that translanguaging pedagogy fosters learners transformative language awareness by legitimizing multilingual resources, thereby enabling flexible identity performance and critical engagement
with cultural hybridity in globalized contexts.
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DOI: http://dx.doi.org/10.70711/neet.v3i3.6710
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