“Context matters!”: A cross-national comparative study on world language teachers’ perceptions and practices of translanguaging

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 2
  In Roundtable Session: Translanguaging Myths in World Language Education: What’s the Real Story and the Future?

Abstract

1. Theoretical framework
Translanguaging refers to the dynamic discursive practices bilinguals use to make sense of their lived experiences (García, 2009). It challenges the traditional, hierarchical separation of named languages. Building on this perspective, Li (2018) conceptualizes translanguaging as a practical theory of language that highlights meaning-making through multimodal, multisemiotic, and embodied forms of communication. Translanguaging pedagogy draws on learners’ full linguistic repertoires and experiences, thereby contesting the long-standing assumption that additional languages are best taught and learned monolingually.
2. Objective
Previous research on language teachers’ translanguaging practices often focuses on one target language within a single national context. It remains unclear to what extent varied contextual factors and the social status of different L2s can influence language teachers’ attitudes and practices of translanguaging (Chik & Melo-Pfeifer, 2023; Molway et al., 2022). This study addresses this gap by comparing perceptions and practices of translanguaging among secondary school Chinese L1 English teachers in China and Spanish teachers in the U.S.
3. Methods and data
Using an explanatory sequential mixed-methods research design (Creswell et al., 2003), this study first collected quantitative data through a Qualtrics survey (N = 189), followed by qualitative data from online follow-up interviews (N = 8). The survey question items on teachers’ practices and perceptions of translanguaging were adapted from Molway et al. (2022) and Wach and Monroy (2020) respectively. The survey consisted of 35 questions in total, including multiple-choice questions and Likert scale items. Survey data were analyzed using SPSS. Semi-structured interviews were conducted online via Zoom or WeChat, and analyzed thematically using NVivo 12.
4. Results
Chinese EFL teachers reported more frequent L1 use across most pedagogical functions than U.S. Spanish teachers. However, no statistically significant difference was found in overall L1 use frequency between the two groups. In both contexts, translanguaging practices were common, and participants expressed generally neutral to positive attitudes toward L1 use. Chinese teachers rated higher than their U.S. counterparts on all attitude-related items. Follow-up interviews showed that Chinese participants’ perceptions of translanguaging differed from their survey responses, while Spanish teachers displayed greater consistency. Although all interviewees acknowledged using the L1 to varying degrees, they still aspired to L2-only instruction. Moreover, both groups preferred using multimodal strategies (e.g., gestures, pictures) over the use of L1. For Chinese EFL teachers, contextual constraints—such as parental preferences, school leaders’ beliefs, and broader societal expectations—shaped their language use and ideologies. Such external pressures were not mentioned by U.S. Spanish teachers.
5. Scholarly significance
This study contributes to the current line of research on translanguaging in world language education by employing a comparative design across two distinct contexts. The shared monolingual teaching ideals across both groups of world language teachers reflect the persistence of entrenched monolingual ideologies. Meanwhile, the group differences highlight the context-bound nature of language teaching and the influence of L2 prestige on teachers’ multilingual practices. This study underscores the need for systematic training in translanguaging pedagogy, as many teachers rely on experiential knowledge and lack a clear understanding of when, why, and how to implement translanguaging.

Author

• Ying Xiong, Pennsylvania State University