ABSTRACT
This chapter offers an insight into content-based classrooms—a literature class in this case—in terms of how, when, and why students mix and match their linguistic repertoires for different purposes. The data obtained through audio recordings, interviews, observations, and field notes were taken during the 2018–2019 spring semester. The post-colonial literature class was recorded and observed regularly for two months during class discussions. The data, along with complementary information from interviews and notes, have been studied to identify various functions of classroom translanguaging practices. The data prove that translanguaging is used as a practical communicative device that serves particular pedagogical functions such as deeper understanding, checking and co-constructing meaning, building on previous knowledge, and identity formation. The chapter also argues that providing a reflection of learners’ language uses in the classroom would potentially be beneficial for learners as it would raise awareness towards their own language habits and uses. Lecturers can benefit from a reflective approach as they would be more conscious of their students’ speech habits, such as their reasons behind speaking in a specific way.
