Translanguaging strategies with pre-service EFL teachers in EMI classrooms: An emic perspective

Abstract

Translanguaging has recently gained widespread acceptance as an effective approach to learning and teaching across various contexts, leading to a surge in research interest. Nevertheless, investigations into translanguaging within English-medium instruction contexts remain relatively scarce. This study aims to delve into the translanguaging strategies of a teacher educator, the evolution of these strategies over time, and the educator's sentiments regarding their use of translanguaging. Through the analysis of audio recordings of classes and reflective notes, the study reveals that translanguaging was strategically employed for primarily three purposes: explanation, individual feedback, and encouragement. These applications facilitated successful conveyance of meaning and the maintenance of a natural conversational flow. Furthermore, the study illustrates that translanguaging was employed to varying degrees in teaching lesson objectives, accompanied by a sense of contentment. The findings underscore the significance of teachers engaging in reflective practice and provide a point of reference to mitigate any potential negative emotions arising from the use of translanguaging.