Archive
ANCIENT LAND 2026
Towards a Cognitive–social Model of Translanguaging in Azerbaijani Efl Classrooms: A Conceptual Framework and Research Agenda
Kenul Abdurehmanova 
Abstract. This article proposes a Cognitive–Social Model of translanguaging for Azerbaijani English as a Foreign Language (EFL) classrooms. The framework addresses a conceptual and methodological problem: cognitive-functional and social-interactional dimensions of translanguaging are discussed across related strands of scholarship, but their relationship is rarely specified within an explicitly testable measurement architecture. The model distinguishes cognitive-functional translanguaging, defined as the reported mobilisation of multilingual resources for comprehension, meaning verification, and task-related processing, from social-interactional translanguaging, defined as the use of multilingual resources in identity positioning, relational alignment, and classroom interaction. Both are treated as proposed analytical constructs rather than established psycholinguistic categories. The framework additionally considers mindset and gratitude as learner-related dispositions that may be associated with learners' uptake of translanguaging practices, and treats classroom context as a contextual condition. A five-phase research agenda progresses from construct and content validation through exploratory and confirmatory factor analysis, structural modelling, measurement-invariance testing, and behavioural validation using classroom observation and stimulated recall. The contribution lies not in claiming a previously unrecognised cognitive–social distinction, but in specifying an analytically testable architecture that links these dimensions to measurement development and contextual validation. The framework is grounded in the Azerbaijani EFL setting while offering a basis for comparative work in other multilingual educational contexts.
Keywords: translanguaging, cognitive-functional translanguaging, social-interactional translanguaging, multilingual education, Azerbaijan, conceptual framework
Views: 8