While numerous training models aim to empower teachers by positioning them as active participants with agency and freedom, they often fall short in providing opportunities for training that seamlessly incorporates both the participants' own language and English. In this study, we used loop input (process and content aligned) in two languages that exacerbate the process of translanguaging. Loop input involved learning to translanguage by translanguaging. The study was conducted in T & uuml;rkiye with 12 in-service English as a Foreign language (EFL) teachers. Data were gathered via semi-structured interviews, reflective journals, and in-class observations. Findings showed that loop input-modelled training, due to its reflection and awareness-raising orientations, contributes to in-service EFL teachers' (INSETs) identity reconstruction in complex manners at the intersection of translanguaging-influenced identities: self-reflective critical teacher, student engagement-oriented teacher, and translanguaging-facilitating teacher. We argue that loop input-modelled translanguaging-embedded training could be a proper model to introduce translanguaging pedagogy. & Ccedil;ok say & imath;da e & gbreve;itim modeli, & ouml;& gbreve;retmenleri aktif kat & imath;l & imath;mc & imath;lar olarak konumland & imath;rarak onlara yetki ve & ouml;zg & uuml;rl & uuml;k verme amac & imath; g & uuml;der, ancak genellikle kat & imath;l & imath;mc & imath;lar & imath;n kendi dilini ve & Idot;ngilizceyi sorunsuz bir & scedil;ekilde i & ccedil;eren e & gbreve;itim f & imath;rsatlar & imath; sunmada eksik kal & imath;r. Bu & ccedil;al & imath;& scedil;mada, Anla & scedil;& imath;m s & uuml;recini destekleyen iki dilde d & ouml;ng & uuml;sel bilgi ak & imath;& scedil;& imath;n & imath; (s & uuml;re & ccedil; ve i & ccedil;erik e & scedil;le & scedil;mesi) kulland & imath;k. D & ouml;ng & uuml;sel bilgi ak & imath;& scedil;& imath;, Anla & scedil;& imath;m pedagojisini kullanarak Anla & scedil;& imath;m pedagojisini & ouml;& gbreve;renmeyi i & ccedil;erir. & Ccedil;al & imath;& scedil;ma, T & uuml;rkiye'de & ccedil;al & imath;& scedil;an 12 hizmet i & ccedil;i & Idot;ngilizce & ouml;& gbreve;retmeniyle ger & ccedil;ekle & scedil;tirilmi & scedil;tir. Veriler, yar & imath; yap & imath;land & imath;r & imath;lm & imath;& scedil; g & ouml;r & uuml;& scedil;meler, yans & imath;t & imath;c & imath; g & uuml;nl & uuml;kler ve s & imath;n & imath;f g & ouml;zlemleri arac & imath;l & imath;& gbreve;& imath;yla toplanm & imath;& scedil;t & imath;r. Bulgular, yans & imath;tma ve fark & imath;ndal & imath;k art & imath;rma & ccedil;al & imath;& scedil;malar & imath; i & ccedil;eren d & ouml;ng & uuml;sel bilgi giri & scedil;i modeline dayal & imath; e & gbreve;itimin, hizmet i & ccedil;i & Idot;ngilizce & ouml;& gbreve;retmenlerinin kimliklerini yeniden yap & imath;land & imath;rmas & imath;na katk & imath; sa & gbreve;lad & imath;& gbreve;& imath;n & imath; g & ouml;stermi & scedil;tir. Bu etki, Anla & scedil;& imath;m pedagojisinden etkilenmi & scedil; yeni kimlikleri karma & scedil;& imath;k bir & scedil;ekilde ortaya & ccedil;& imath;karm & imath;& scedil;t & imath;r: i & ccedil;g & ouml;r & uuml;l & uuml; ele & scedil;tirel & ouml;& gbreve;retmen, & ouml;& gbreve;renci kat & imath;l & imath;m & imath;-odakl & imath; & ouml;& gbreve;retmen ve Anla & scedil;& imath;m pedagojisi-kolayla & scedil;t & imath;r & imath;c & imath;s & imath; & ouml;& gbreve;retmen. D & ouml;ng & uuml;sel bilgi giri & scedil;i modeline dayal & imath; Anla & scedil;& imath;m pedagojisiyle & ouml;rt & uuml;& scedil;& uuml;k e & gbreve;itimin, Anla & scedil;& imath;m pedagojisini tan & imath;tmak i & ccedil;in uygun bir model olabilece & gbreve;ini & ouml;ne s & uuml;r & uuml;yoruz. In this study, we explored the role of training which introduces the dynamic use of Turkish and English to in-service EFL teachers in a way that they experience the process implicitly while learning how to do it. We gathered data through semi-structured interviews, reflective journals, and in-class observations. By analysing the data from 12 in-service EFL teachers, we identified three emerging roles: self-reflective critical teacher, student engagement-oriented teacher, and translanguaging-facilitating teacher. The findings showed that reflection and awareness-raising activities within this training enabled in-service EFL teachers to develop first critical language awareness and then develop these new roles, thus embracing the dynamic use of Turkish and English through hands-on practice. In this regard, this training model helped the trainees demystify the complexity of the dynamic use of Turkish and English. This study emphasizes the effective role of this training model in the way in-service EFL teachers explore how to make meaning through Turkish and English, thus providing a sample training model.
