Translanguaging in EFL Classrooms: Practice and Implications for Lecturers from Students’ Lens
DOI:
https://doi.org/10.54855/ijte.24443Keywords:
translanguaging, EFL, code-switching, pedagogyAbstract
Translanguaging, introduced by Cen William, refers to using two or more languages in the same lessons in a bilingual classroom. Although sharing certain similarities with code-switching as a phenomenon, Translanguaging has been developed to be a teaching method in EFL classrooms as an adaptive, innovative response to the dynamic changes in the modern scenario in which internationalization and digitalization are the central influential factors. However, in the Vietnamese context, Translanguaging is still questionable among stakeholders as it challenges the well-established ELT traditional approaches. The study sought to uncover contextual insights regarding the use and efficacy of translanguaging in EFL classrooms by analyzing quantitative and qualitative data. An online survey, with both Likert-type items and open-ended questions, was administered to collect data from 183 university students from a university in Ho Chi Minh city. In addition, qualitative data were obtained from semi-structured interviews with ten students from the same group. Although the findings show positive aspects of translanguaging in action, they also reveal the challenges that the theories provide for both the instructor and students in acquiring English at the tertiary level.References
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