This study investigates the use of translanguaging as a pedagogical scaffold to enhance comprehension and learner participation in EFL classrooms at the University of 08 Mai 1945, Guelma, Algeria. Translanguaging refers to the strategic and flexible use of learners’ full linguistic repertoires (including Arabic, French, and English) to support meaning-making and facilitate communication in multilingual classrooms. In Algerian higher education, where students frequently navigate multiple languages, translanguaging offers a practical means to bridge linguistic gaps, clarify complex concepts, and promote active engagement.The study adopts a qualitative case study design, drawing on classroom observations, student questionnaires, and semi-structured instructor interviews to explore the ways in which translanguaging supports comprehension and participation. Findings indicate that learners benefit from the deliberate integration of multiple languages, showing enhanced understanding of lesson content, increased confidence, and higher levels of interaction during classroom activities. Instructors’ purposeful use of translanguaging fosters a more inclusive learning environment, allowing all students to contribute meaningfully to classroom discourse. The research also highlights challenges associated with translanguaging, including balancing English exposure with multilingual support and navigating institutional expectations for English-only instruction. The findings underscore the potential of translanguaging as an effective pedagogical strategy in Algerian EFL classrooms and provide practical recommendations for teacher training, curriculum design, and instructional practices that leverage students’ multilingual resources to improve both cognitive and interactional learning outcomes.

Aims and objectives: The purpose of this research is to explore and identify how special education (SpEd) teachers integrate translanguaging in their classrooms, what challenges they encounter, and how they respond to these challenges. This study aims to answer the following research questions: (1) What are the practices of SpEd teachers toward the use of translanguaging to teach in SpEd? (2) What challenges or concerns do SpEd teachers have regarding the use of translanguaging in SpEd classrooms? (3) How do SpEd teachers cope with the challenges mentioned? Method: An observational analysis of SpEd classrooms was done to identify the translanguaging practices of English-as-a-Second-Language (ESL) SpEd teachers. Afterward, a semi-structured interview was conducted to know the challenges and coping mechanisms of the SpEd teachers. Data Analysis: The researchers utilized snowball sampling; three ESL SpEd teachers participated in both observational analysis and semi-structured interviews. Findings/conclusion: The teachers lack specialized instructional materials (IMs) for students with different disabilities. As a result, teachers adapt their teaching strategy to a certain lesson, leading them to use translanguaging in their classrooms. Originality: Translanguaging in SpEd, specifically in the Philippines, is an underexplored topic. The findings in this study hope to shed light and further contribute to the pre-existing knowledge in other contexts. Significance/implications: The findings of the study imply further assistance toward SpEd in terms of their IMs, curriculum, and how the students are grouped together should be done.

There are academic challenges experienced by students learning English as a second language that come from spreading language diversity across secondary classrooms. Anent to this, various educators depend on translanguaging, which is an approach that enables learners to use their native language during academic learning alongside English. This review paper investigated the effects of translanguaging on science education in ESL classrooms at secondary education level evident from relevant studies. The results unveil that translanguaging supports classroom inclusion, promotes student engagement, and hastens learners’ grasp of scientific concepts. On the other hand, the use of translanguaging among schools is being limited by inadequate teacher readiness, rigid assessment routines, and restrictive language policies. Even if many teachers deem translanguaging as an effective teaching strategy, still others complain that it may hamper English proficiency. Hence, the reviewed journal articles underscored that translanguaging and inquiry-based instruction in science can enhance students’ problem-solving and critical thinking skills. The findings indicate the necessity of curriculum policies that value language diversity and in-service teaching training on translanguaging. Also, this review paper shows that revising assessment systems in language is necessary to pave the way for multilingual student responses. Further studies may navigate the long-term impact of translanguaging on students’ academic performance and study its use across other subject areas. With the application of translanguaging in ESL science classes, science education can be improved and make it more promising for learners from diverse languages.

This paper lays the groundwork for future research on the effectiveness of integrating translanguaging methodology into Hungarian as a Foreign Language (HFL) classrooms. Over time, language learning has undergone significant shifts: from frontal, monolingual instruction, typically delivered in the learners’ native language and centred on grammar drills, to full-immersion approaches where teachers exclusively use the target language to develop comprehension and fluency. While immersion methods have gained recognition, they often restrict learners from drawing on their full linguistic repertoires. In contrast, translanguaging embraces multilingual resources as pedagogical tools. Cenoz and Gorter (2011, 2017) strongly advocate for the use of translanguaging in educational contexts, arguing that it fosters deeper and more effective language acquisition. The present study aims to enrich HFL curricula by introducing translanguaging-based practices that encourage learners to draw flexibly on all of their linguistic knowledge. The practical component of this research considers a diverse group of students enrolled in higher education programs, who must achieve specific HFL proficiency levels as part of their academic requirements. Within this context, the study investigates how translan­guaging strategies can facilitate both communicative competence and academic success. The primary challenge addressed is the limited promotion of translanguaging in cur­rent HFL instruction, which remains heavily reliant on traditional methods. By exploring feasible strategies for incorporating translanguaging, this research seeks to contribute to the creation of multilingual-friendly learning environments. Furthermore, it examines how both students and educators can be encouraged to adopt and actively engage with translanguaging as a sustainable, innovative pedagogical approach.

This study was undertaken to explore the ways EFL teachers used translanguaging between English and Vietnamese in their classes at a university context. Specifically, it aimed to document the alignment of translanguaging theory with classroom evidence in response to calls for research in this direction. A mixed methods design was adopted to conduct the study. Data were collected from two sources: recorded classroom observations in the natural EFL classes in Vietnam and stimulated recall interviews. The stimulated recall interviews with EFL teachers were carried out when the recording had been completed and extracts of the teachers’ translanguaging reviewed. The extracts indicate that during their English teaching, the EFL teachers employed translanguaging frequently to manage classroom activities, provide emotional support, and encourage students’ participation. Besides, the stimulated recall interviews reveal that the teachers translanguaged purposefully to scaffold students with English vocabulary and grammar. They also switched between the two languages to create humor and foster a friendly classroom environment to make students feel comfortable during learning. Their use of translanguaging was found to facilitate students’ metalinguistic awareness and learning new concepts in the English lessons. Overall, the findings from both sources complement each other, revealing the purposeful translanguaging of the teachers for both teaching and managing classes. The study’s findings contribute to supporting intentional translanguaging in context-sensitive language instruction. In addition, the results provide practical implications for EFL teachers to employ translanguaging to assist students in their English learning and more importantly to teach more effectively. The findings also suggest implications for policies embracing the use of L1 intentionally when needed by both EFL teachers and students.

ABSTRACT The advent of translanguaging has prompted a re-evaluation of pedagogical practices in foreign language classrooms, although research on its application in third language (L3) instructional settings is still emerging. This study aims to investigate both the attitudes of students and teachers towards translanguaging and the functions of translanguaging practices in the L3 classroom. Sixty-three students and two teachers from two L3 French courses at a Chinese university participated in this study. The findings revealed that students generally held positive attitudes towards translanguaging, recognising its effectiveness in facilitating L3 learning, although some were still influenced by monolingual conventions. In contrast, the two teachers exhibited divergent views, as one supported the use of translanguaging, while the other advocated for a French-dominant classroom environment. Despite their differences, both teachers acknowledged the benefits of translanguaging in their instruction. The study identified three primary functions of translanguaging practices: interpretive function, managerial function, and interpersonal function. These functions enabled students and teachers to engage in transpositioning and co-learning within an interactive and supportive L3 classroom environment. This research highlights the value of translanguaging in L3 instruction and calls for further collaboration among students and teachers to effectively implement this pedagogical approach.

The purpose of this study was to investigate how translanguaging advanced Xitsonga language education through literacy development practices in Limpopo schools. It focused on how learners and teachers used multiple languages, mainly Xitsonga and English, to support reading and writing development in multilingual classrooms. A qualitative research design was employed, involving classroom observations, semi-structured interviews with Xitsonga teachers, and analysis of learner writing samples from selected primary and secondary schools in Limpopo Province. The study aimed to understand how translanguaging was applied in literacy instruction and how it influenced learner outcomes. Findings revealed that translanguaging significantly improved learners’ comprehension, vocabulary acquisition, and confidence in both Xitsonga and English. Teachers who incorporated translanguaging strategies created inclusive learning environments that affirmed learners’ linguistic identities and promoted active participation. The research also found that translanguaging enabled learners to draw on prior knowledge and use familiar language to access unfamiliar content. Based on these findings, the study recommended the integration of translanguaging into teacher education programmes and the development of multilingual teaching materials tailored to learners’ linguistic backgrounds. School policies should also support flexible language use in classrooms to improve literacy outcomes. In conclusion, the study demonstrated that translanguaging served as an effective tool for enhancing literacy development in Xitsonga-speaking learners. This study contributes to scholarship by highlighting the practical application of translanguaging in indigenous language education and underscores its value in promoting equitable and inclusive teaching practices in South African schools.

Language teaching in multilingual contexts has increasingly emphasized strategies that leverage learners’ linguistic repertoires to enhance comprehension and participation. This study sought to investigate teachers’ use of Translanguaging (TL) as a strategy for teaching English as a second language (L2). The study was undertaken in sub-county Secondary Schools in Bungoma County in Kenya and was guided by Ofelia Garcia’s theory of Translanguaging. In this research, the mixed methods convergence research design, which combined qualitative and quantitative techniques, was used. The study population was teachers of the English language and their students. This population comprised 16 purposively selected teachers of English from 16 purposively selected schools and 96 students from 8 purposively sampled schools. Individual student participants in the study were then selected by simple random sampling. Questionnaires for both teachers and the students were used in data collection. Descriptive and inferential statistics were used to analyse the quantitative and qualitative data collected in the research. The findings from the quantitative data obtained revealed that over 75% of the teachers of English were using Translanguaging as a teaching strategy. Students indicated that their teachers of the English language used other languages at 73.95% as 87.5% felt that Translanguaging enhances Second Language achievement. Findings from qualitative data indicated that teachers use TL to emphasise and explain concepts; explain vocabularies and terminologies; and elaborate to those who do not understand English. The study concluded that the teachers of the English language subject use TL as a teaching strategy contrary to policy. This study therefore recommends that the Ministry of Education in Kenya should consider revising the policy on the Medium of Instruction in sub-county secondary schools as a paradigm shift in the teaching of language to include Translanguaging for enhanced learner achievement in English as a second language in these schools.

Abstract Research has increasingly documented the contribution of translanguaging in pedagogical practices. Recently this has been extended to the use of translanguaging in the provision of oral corrective feedback. However, while the use of translanguaging has been supported in second language writing, little research has considered whether translanguaging can support learning in second language written feedback (WF). The goal of the current study is to determine whether translanguaging feedback increases revision between drafts in an academic writing context. A total of 23 Saudi EFL university students participated in the current study. Using a counterbalanced design, participants were divided into two groups and provided with two text prompts. Following each text, the participants received translanguaging or English-Only WF. Feedback targets included discourse, grammatical and lexical accuracy, content, and mechanics. The quantitative findings revealed that translanguaging WF significantly impacted learners’ revisions in the second drafts, leading to nearly twice the amount of revision compared to English-Only feedback. While the qualitative results indicated that learners perceived both conditions as effective, translanguaging feedback was rated as more effective.

This cross-sectional study examined the relationships between Saudi university students' perceptions of translanguaging practices (TPs) and two specific demographic variables: their gender and educational majors. The research was conducted using a random sampling technique to recruit a sample of 129 participants. These students completed a 30-item adapted questionnaire designed to measure their attitudes and perceptions towards the use of translanguaging. To analyze the collected data, researchers used statistical methods including correlation coefficients and effect sizes. The findings revealed a weak, but statistically significant, correlation between gender and students' perceptions of TPs, with a correlation coefficient (η) of 0.136 and a corresponding effect size of 0.018. Similarly, the study found a very weak, yet significant, correlation between students' educational majors and their perceptions, indicated by a correlation coefficient (η) of 0.057 and a minuscule effect size of 0.003. The study's results suggest that there is a minimal relationship between a student's gender or academic major and their views on translanguaging. This finding implies that these demographic factors have little influence on students’ attitudes toward using multiple languages in the classroom. This insight is significant as it supports the broader implementation of translanguaging practices in educational settings and underscores the need for future research to explore other, potentially more influential, factors. The study concludes by discussing recommendations for future research and outlining the pedagogical implications of these findings for language teaching.

Research on multilingual pedagogies in English Second Language (ESL) classrooms is gaining momentum globally and in South Africa. However, more studies focus on the higher education context, universities in particular. Basic education and technical and vocational education and training are mostly ignored. This study explored translanguaging and code-switching as pedagogies of choice for ESL teachers, particularly in teaching literature. Literature teaching has been challenging ESL teachers for decades. The study sought to explore the use of translanguaging and code-switching as a relevant response in ESL literature teaching classrooms. It was grounded in the interpretivist paradigm to explore the teachers' experiences of using these multilingual pedagogies. This qualitative case study employed ubuntu translanguaging pedagogy as an epistemic lens because it grounds pedagogy in African philosophy and humanity, and because it sought to understand the teachers' premises in using these pedagogies in the context of South Africa. Four high school ESL teachers were purposively sampled and interviewed. Each teacher was observed teaching a lesson based on prescribed literature for Grades 10-12. In thematically analysing data, the findings were that translanguaging and code-switching enhance learner engagement and positively impact formal and informal assessments. There was also a view that school management typically discourages using such pedagogies out of fear that learners may lose a good grasp of English. Therefore, multilingual pedagogies should be intellectually infused in planning literature lessons. Furthermore, teacher training and language policies should be diversified to embrace the multilingual realities within the ESL classrooms. There is also a need for further research on how the use of multilingual pedagogies impacts other language skills such as reading and writing.

In this paper, I explore the determinants of university students' acceptance and use of translanguaging in multilingual classrooms in Johannesburg, South Africa. Students in this context have largely been socialised into normative monolingual pedagogies that favour English. However, recent research has seen a paradigm shift, which highlights the limitations and inadequacies of these approaches in multilingual classes, where the language of instruction is not the mother tongue of most students. Research has also highlighted the benefits of translanguaging in such settings, benefits that transcends academia. While studies on translanguaging are gaining traction, there is a paucity of research that reflects on the determinants of translanguaging acceptance and uptake. Grounded in the Theory of Planned Behaviour, the study used a qualitative interpretive approach. Two focus group interviews consisting of seven and eight participants respectively, were conducted. Findings reveal that several factors determine translanguaging acceptance and uptake, and these include prior experience in translanguaging, aligning home languages to languages of the classroom, student-parent/guardian attitudes towards Indigenous languages, and intellectualisation of Indigenous languages and resource development, among others. The study emphasises that the efficacy and effectiveness of translanguaging in learning and teaching alone is insufficient for its successful implementation in this domain. It is hoped that these results contribute towards ensuring that measures are put in place to harness, and fully realise, the benefits offered by translanguaging in multilingual classrooms discourses.

Multilingual English classrooms in Indonesia are seen as sites of identity struggles for the teaching and learning of English as a foreign language. However, the extent to which learners construct identities and make investments in such classrooms remains unclear. To fill the lacuna, this narrative case study investigated how Indonesian EFL learners construct their multilingual identities and invest in English language learning within multilingual classroom contexts. Drawing on interview data from four EFL learners in an English Language Education program, the study revealed that learners negotiate their identities through a combination of English, national, and local languages in the classes. This highlights the use of translanguaging and local accents as expressions of identity, even as they strive toward native-like English proficiency. This evidence also reflects the tension between local realities and global language ideologies in ELT. Learners also invest in English through both academic and extracurricular avenues, which is motivated by professional aspirations and personal role models. The findings underscore the complex interplay between identity, language ideologies, and learner agency in multilingual English classrooms. This study calls for pedagogical practices that acknowledge and support multilingual learners’ diverse pathways of language investment and self-positioning.

This paper explores bilingualism, multilingualism, and translanguaging as social practices in the Greek context. Historical and sociopolitical changes in recent years have provoked transitions in the social context and the Greek schools as well. As a result, bi-/multilingualism is a wide usual practice in the public domain and family policy language, while it seems a contemporary pedagogical challenge. After the literature review of the theoretical concepts, the research with semi-structured interviews of three 17-year-old students with a migrant background and a bilingual family environment is presented and analyzed. The study aims to explore the use of translanguaging and bilingualism in the Greek context. The results relate to the examination of views at a micro-level of ideologies, concerning bilingualism and language maintenance or loss. In addition, it is obvious the recognition of the importance of bilingualism, but also the fear of using the language of the host society and the perception of the ease of using the English language.

Translanguaging has been among the multilingual pedagogies advocated for in multilingual classrooms for decades. The question of whether the translanguaging strategy is employable in learning English as a Second Language (ESL) has been of interest to scholars for some time, particularly given the complexity of ESL in multilingual classrooms. This study sought to probe into ESL teachers’ perspectives and use of translanguaging. From the interpretivist epistemological stance, the researchers used a case study and inferred qualitative data from five purposively sampled ESL teachers at a high school in KwaZulu-Natal. Data collected through semi-structured interviews sought to address the research questions: What are the perspectives of ESL teachers on the use of translanguaging in ESL classrooms? How do ESL teachers employ translanguaging pedagogy in their teaching of ESL? Data were analysed thematically through the theoretical lens of Ubuntu pedagogy. The findings reveal that teachers use languages fluidly to enhance immediacy and relevance and to navigate through figurative language and various cultures while enhancing learners’ content knowledge. The researchers conclude that translanguaging can be a scaffold and a resource for arousing learners’ interest, while creating a constructive learning environment. The researchers assert that translanguaging is instrumental in achieving learning outcomes.

Purpose Effective speech and language therapy for multilingual people with aphasia is dependent on the language in which the assessment and therapy are provided to the client. Limited language assessment tools are available for these populations. Translanguaging is an approach that allows for multilingual discourse analysis that encompasses speakers’ complete linguistic repertoire. The purpose of this study was to characterise the translanguaging patterns of South African adults with an aim of developing best practices for discourse assessment in multilingual adults with acquired language difficulties. Method A modified AphasiaBank protocol was used to elicit narratives and group conversations from 19 multilingual South African younger and older adults. Two bilingual background questionnaires, adapted to the relevant languages of the participants, were also administered. Result Result indicated that all participants made use of translanguaging, to varying degrees. Older adults used translanguaging, on average, less than younger adults. Neither topic of narratives and conversations, nor language background histories were associated with translanguaging patterns. Conclusion The study demonstrated that translanguaging is a useful approach for determining the unique multilingual characteristics of South African discourse. The data can be used as a guide to develop assessment for multilingual adults with acquired language difficulties.

ABSTRACT This mixed methods study examined survey responses from ESL faculty at Illinois community colleges to assess their perceptions of translanguaging in the classroom, the strategies they most commonly employ, and the relationships between demographic variables and their perceptions or use of translanguaging. The findings revealed a limited familiarity with the concept with prevalent misconceptions that translanguaging is not applicable in multilingual classrooms or that it is synonymous with bilingual instruction. Faculty members who reported using translanguaging most often employed translation activities. Statistically significant positive correlations were found between participation in professional development and years of teaching experience, as well as between bi/multilingualism and knowledge of translanguaging. Conversely, both the actual use of translanguaging and faculty willingness to adopt it were negatively correlated with years of teaching experience. Positive pre-existing attitudes toward translanguaging were a strong predictor of its use, while participation in professional development was a significant predictor of overall willingness to adopt translanguaging. Recommendations are provided for future research as well as for postsecondary institutions to move beyond an English-only framework and adopt culturally sustaining, additive ESL methodologies.

This study aims to examine the use of translanguaging in peer feedback among Indonesian EFL learners and their perceptions of it, addressing a research gap in a naturally multilingual context. This study is based on qualitative data, comprising written peer-feedback and a transcription of a Focus Group Discussion (FGD) discussing views and attitudes related to translanguaging in peer-feedback. The data were collected from thirty university students of an English Paragraph Writing class, all of whom spoke Javanese or Indonesian as their first language (L1). The results reveal that translanguaging occurred most frequently in commentary feedback, relating to both content and form. It facilitated negotiation of meaning by lowering affective filters. Students viewed this practice positively, as it scaffolded their understanding of writing components. The findings suggest the potential for translanguaging to enhance L2 writing instruction. Further research could explore syllabus designs that integrate translanguaging and cultural knowledge within learning activities and examine whether translanguaging can enhance the writing quality of multilingual learners.

Abstract English medium instruction (EMI) has received increasing research attention through the globalization and internationalization of higher education. Empirical research has revealed that EMI classes tend to be monologic, which has long been viewed as problematic and potentially detrimental to dialogic and meaningful learning. Meanwhile, the rise of EMI also spurs translanguaging research, which largely encourages the mobilization of different linguistic resources (especially students’ L1) in addition to English in compensation for the potential difficulty in content comprehension. This makes it pertinent to reconsider how translanguaging and monologic lecturing could be integrated and optimized for knowledge construction in EMI classrooms. Through a qualitative case study, this paper reports the perceptions and practices of a history EMI teacher who tried to create a dialogic space for her students through the diversified use of translanguaging in her monologic lecturing. Her class was observed and audio-recorded for analysis, and stimulated recall after the semester revealed her pedagogical beliefs and reasoning. The study importantly points to the unique potential of a third category of EMI teachers who are neither native speakers of English nor share an L1 with their students in mobilizing a wide range of semiotic resources in EMI teaching. The findings demonstrate the power of translanguaging in fostering dialogic spaces within monologic lecturing, which might be necessary and inevitable in EMI courses. Challenges were also outlined with implications drawn to support EMI teachers in facilitating students’ disciplinary content learning.

This study aimed to find out how students’ perceptions of translanguaging practices in EFL classroom. This study used a qualitative research approach. The data for this study was gathered through interviews using a qualitative descriptive method. The interview process was conducted with five students from class IX.2 SMPN 4 Bulukumba. The findings showed that students believed translanguaging makes them learn English more easily, feel comfortable in class, communicate with the teacher effectively, be more interested in learning, and add new vocabulary. Some students explained that they experienced difficulty during the use of translanguaging by the teacher, but most of them realized the importance of translanguaging in developing their English skills. Based on the results of the research, it can be concluded that the implementation of translanguaging has a positive impact in the process of teaching and learning English in EFL classroom. So, for English teachers, it is recommended to use translanguaging in classes where students’ English ability is still low with the aim that students can understand the material better, create a supportive environment, and encourage students to be active in class. Therefore, the use of translanguaging should be balanced and not replace the use of English as a whole.