Pedagogical Translanguaging in the EFL (English as a Foreign Language) Classroom: Teacher Practice and Non–English Major Students’ Perceptions

• In Event: Translanguaging Across Educational Settings: Affordances and Tensions

Abstract

This mixed method study examined both instructors' translanguaging implementation and students' perceptions on the incentives to utilize it. 45-hour teacher’s reading instruction and 92 responses from her mixed-ability class of non-English major Chinese university students were collected. Translanguaging was used with intricate procedural instructions in group activities to translate and explain difficult reading text content, stimulate students' existing knowledge with pre-reading brainstorming, and directly teach reading skills with questions and answers. The more advanced students were, the higher their instrumental motivation (i.e., passing an exam) and more positive ideal second language selves (i.e., speaking with native speakers) they demonstrated, the less they wanted translanguaging. Thus, rationale and the amount of translanguaging must be thoroughly considered in regard to students’ needs.

Authors

• Yingru Zhao, University at Albany - SUNY

• Hanh Dinh, Vermont State University

• Mimi Zhang