Incorporating translanguaging in English instruction: teachers’ beliefs, practices, and influencing factors

Abstract

ABSTRACT The question of whether and to what extent should the learners’ language repertoire (LR) be incorporated into the teaching of English as an additional language has been controversial for decades. The findings reported in this paper are part of a large-scale research project funded by the Israeli Ministry of Education aiming to introduce a new multilingual education policy. This study investigates teachers’ beliefs and reported practices on the use of their learners’ LR in the teaching of English as an additional language. The background and contextual factors associated with teachers’ use of their learners’ LR were examined as well. Utilizing a mixed methods approach, data sources included online questionnaires (N = 253) distributed to EFL teachers, semi-structured interviews (N = 56), and focus groups (N = 5) with teachers and stakeholders (e.g. inspectors, counselors). The findings revealed two contradictory beliefs intertwined with teachers’ reported practices: a monolingual paradigm and a bi/multilingual perspective. Differences in teachers’ beliefs and reported practices were identified as a function of factors related to the teachers’ background, their role, and contextual factors related to the school setting. Implications for language teacher-training programs in contexts where English is taught as an additional language are also discussed.