Gendered Variations in Translanguaging Practices and Attitudes by EFL Teachers in Saudi Arabia
DOI:
https://doi.org/10.17507/jltr.1703.31Keywords:
translanguaging, EFL instruction, teacher gender, bilingual education, classroom discourseAbstract
This qualitative study investigates gendered variations in translanguaging practices thoroughly among six Saudi secondary school EFL teachers (three males and three females). Using classroom observations followed by retrospective, semi-structured interviews, the study examines the frequency, functions, and underlying attitudes shaping the intended use of Arabic (L1) in English (L2) instruction. The findings reveal notable gender-related differences in translanguaging practices. Male teachers employed Arabic more frequently during instruction, primarily for direct explanation and comprehension checks, whereas female teachers used translanguaging more selectively for scaffolding and rapport-building, adjusting their use according to students’ proficiency levels. Despite these differences, both groups maintained English-only instruction during productive skills assessments. The study highlights teacher gender as a significant variable in translanguaging research and advocates for gender-sensitive teacher education that legitimizes strategic L1 use as a culturally responsive pedagogical reAdd Contributorsource.
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