Translanguaging in Action: A Sustainable Model for the Expanding Circle

• In Event: Navigating Taiwan’s Bilingual Education Reform and Sustainability Movement through a Glocalization Lens

Abstract

This study explores the implementation of translanguaging within a bilingual Physical Education (PE) class at a rural Taiwanese primary school, presenting a sustainable model for bilingual education in the Expanding Circle. Aligned with Taiwan’s National Bilingual Policy, the study investigates how PE instructors employ translanguaging practices to foster bilingual proficiency while maintaining cultural connections. The objective of the session is to highlight how subject-matter teachers can strategically use translanguaging to integrate language learning with content instruction, particularly in non-traditional language classrooms. Translanguaging involves drawing on a learner’s full linguistic repertoire to enhance comprehension, develop bilingual proficiency, and deepen engagement. In Taiwan’s PE classrooms, this flexible use of language enables students to access subject content and construct meaning by drawing from both English and local languages. Scholars emphasize that translanguaging also supports authentic interaction between teachers and students, facilitating identity construction and meaningful language use. This approach not only aids English acquisition but also strengthens students’ sense of cultural belonging, aligning with Taiwan’s emphasis on linking language learning to local identity. The study was conducted over eight weeks and utilized semi-structured interviews with open-ended questions as the primary data source, complemented by observation logs. Thematic analysis, combined with grounded theory, was used to identify, organize, and interpret recurring patterns, offering a comprehensive understanding of how translanguaging practices unfolded in real classroom settings. Findings suggest that bilingual PE classes offer a supportive space where English is naturally embedded in learning rather than imposed. Teachers prioritize subject knowledge while incorporating English in ways that are accessible and meaningful for students. By creating an English-friendly atmosphere and using translanguaging as a scaffolding tool, they help students build both content comprehension and linguistic confidence. Over time, students begin to perceive English as part of their everyday learning rather than as an isolated subject, fostering a more inclusive and fluid bilingual experience. This study argues for a reconceptualization of bilingual education: when English learning is not the central goal, the focus shifts from achieving native-like proficiency to using English as a functional tool for communication and cultural inclusion. In Taiwan, where English functions as a foreign language, teachers are not merely language instructors but cultural mediators who balance the use of English and local languages to support holistic learning. This reframing promotes a context-sensitive and sustainable model of translanguaging that values communication over precision and recognizes the richness of students' linguistic resources. This study illustrates how translanguaging in rural classrooms not only facilitates language learning but also fosters deeper cultural understanding, reinforcing the importance of localized approaches to global educational challenges. Translanguaging serves as a bridge between global and local practices, offering a sustainable framework for bilingual education in Taiwan’s evolving educational landscape.

Author

• Ivy Haoyin Hsieh, National Dong Hwa University