Pre-service English Teachers’ Translanguaging Practices in Hong Kong Secondary School Classrooms: An Activity Theory Perspective

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  In Roundtable Session: Comparing Classrooms: International Views on Teacher Job Satisfaction and Practice

Abstract

Translanguaging denotes flexible language use, transcending the boundaries among named languages and emphasising the utilisation of one’s full semiotic repertoire for meaning- and sense-making (Li, 2018). Among previous research, well-experienced teachers were mainly focused, leaving pre-service teachers underrepresented. Hence, this study aims to unpack the beliefs and practices of pre-service English teachers about pedagogical translanguaging. A qualitative approach was employed, consisting of two stages: diary entries and follow-up interviews. The findings showed that the first language (L1), non-verbal movements, and digital tools were commonly used by student teachers in English teaching to support students’ comprehension, regulate behaviour, and increase students’ motivation. However, the challenges were also encountered, such as the institutional expectations of an English-only learning environment.

Author

• Hanyun Wu, University of Hong Kong