"Teachers’ Perceptions and Practices of Translanguaging" by Yuling Chen, Fan Fang et al.
  •  
  •  
 

ORCID

0000-0002-4210-9042

Abstract

Translanguaging has gained prominence as a viable tactic to assist the language learning of L2 learners due to the increasing variety of classrooms globally. Translanguaging pedagogy has been recently studied in diverse contexts. However, most of the research on translanguaging, especially in the Chinese context, is focused on higher education. Limited attention has been paid to secondary school. Therefore, this qualitative case study aims to fill this gap by investigating how language educators employ translanguaging in their English teaching in secondary schools. Data was collected from 4 Chinese EFL teachers across 2 secondary schools through classroom observation and semi-structured interviews, and analysed using thematic analysis. The data of classroom observation has generated six functions of translanguaging, including translation verbatim for understanding, proper noun/grammar explanation, reinforcement of instruction, check for understanding, fostering class rapport as well as encouragement and warning. The interview revealed that although all teachers perceive the usefulness of translanguaging in EFL classrooms, their practices exist incongruity with perceptions. Finally, implications for policymaker and language educators are highlighted, as well as limitations.

Plum Print visual indicator of research metrics
PlumX Metrics
  • Usage
    • Downloads: 292
    • Abstract Views: 255
  • Social Media
    • Shares, Likes & Comments: 16
see details

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.