Translanguaging for English Language Education: Uncovering Thai EFL Students’ Insights
DOI:
https://doi.org/10.17507/jltr.1505.06Keywords:
translanguaging, English language education, Thai EFL context, students’ insightsAbstract
Translanguaging pedagogy has gained attention in recent years in language education; yet, there is limited research on how it is utilized and perceived by university students in Thailand. This study therefore examines the translanguaging practices and perceptions of Thai university students regarding incorporating such practices in classrooms with strict language boundary policy. The mixed method study analyzes questionnaire (N=77), observation and interview (N=10) data from students using descriptive statistics and qualitative content analysis, respectively. While this study participants are only those observed to practice translanguaging in the classroom, however, the results indicated that only 84% of the students found translanguaging (i.e., using their L1 and other repertoire resources) in the classroom for content learning and meaning-making beneficial, while the others (16%) still prefer a strict English only practice. Moreover, the results showed the students’ overall positive views on incorporating translanguaging in different classroom situations to assist low proficiency students’ learning and enhance classroom interaction and participation since most of Thai teachers frequently use their L1 with students. Some students further highlighted challenges in implementing this strategy in Thailand, despite its practical benefits for English language education in Thailand. The study also highlights the implications of this practice for Thailand and beyond.
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