BLENDED TRANSLANGUAGING AND ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING: A SELF-STUDY OF PEDAGOGICAL INNOVATION IN A BILINGUAL CONTEXT

Traditional approaches to foreign language instruction sometimes Traditional approaches to foreign language instruction sometimes fall short of facilitating authentic, fluid intercultural engagement and promoting learners’ communicative growth in multilingual higher education settings. To fill these gaps, the presented study integrates two reading only and reading while listening modes of blended translanguaging methodology in complementary of inquiry conducted in Azerbaijani universities: (1) a self-study of intercultural exchange initiative between Azerbaijani as a Foreign Language and English as a Foreign Language students, and (2) a four-week translanguaging-based instructional intervention with 56 Information Technology students, including sophomores at Baku Business University and foundation-level students at Odlar Yurdu University during first, second semesters and summer courses of 2024-2025. These studies present a “blended translanguaging” methodology that combines pedagogical translanguaging practices with generative artificial intelligence (AI) to foster dynamic intercultural communication, multilingual competence, and the development of global citizenry.

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