EFL Learners’ Perceptions of Translanguaging in English classes at an HCM English Centre
DOI:
https://doi.org/10.54855/ijli.25414Keywords:
Translanguaging, English as a foreign language (EFL), translanguaging practicesAbstract
This study examines 28 English as a Foreign Language (EFL) learners’ perception of the use of translanguaging in English classes at a language center in Ho Chi Minh City (HCM). The study aims to explore how EFL learners perceive its impacts on their language learning and classroom experiences. The data were collected through surveys and interviews regarding the participants' attitudes toward using their mother tongue in English classes. The results indicate that participants consider translanguaging a useful medium, which increases comprehension, promotes communication opportunities, and creates a supportive learning atmosphere, but could also lead to confusion or dependence on the L1. The findings also suggest that translanguaging may be more appropriate for lower-proficiency classes. This study contributes to the expanding body of literature about translanguaging and offers useful information for teachers interested in successfully applying multilingual strategies in Vietnamese EFL classrooms.
References
Bensalem, E., & Thompson, A. (2021). Multilingual effects on EFL learning: a comparison of foreign language anxiety and self-confidence experienced by bilingual and multilingual tertiary students. International Journal of Bilingual Education and Bilingualism, 25(7), 2653-2667. https://doi.org/10.1080/13670050.2021.1943306 DOI: https://doi.org/10.1080/13670050.2021.1943306
Cahyani, H., de Courcy, M., & Barnett, J. (2016). Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465-479. https://doi.org/10.1080/13670050.2016.1189509 DOI: https://doi.org/10.1080/13670050.2016.1189509
Canagarajah, S. (2012). Translingual Practice: Global Englishes and Cosmopolitan Relations (1st ed.). Routledge. https://doi.org/10.4324/9780203073889 DOI: https://doi.org/10.4324/9780203073889
Cenoz, J., & Gorter, D. (2011). A Holistic Approach to Multilingual Education: Introduction. The Modern Language Journal, 95(3), 339-343. https://doi.org/10.1111/j.1540-4781.2011.01204.x DOI: https://doi.org/10.1111/j.1540-4781.2011.01204.x
Cenoz, J., & Gorter, D. (2017). Translanguaging as a pedagogical tool in multilingual education. The Modern Language Journal, 101(3), 590-603. https://doi.org/10.1007/978-3-319-02240-6_20 DOI: https://doi.org/10.1007/978-3-319-02240-6_20
Conteh, J. (2018). Translanguaging. ELT Journal, 72(4), 445-447. https://doi.org/10.1093/elt/ccy034 DOI: https://doi.org/10.1093/elt/ccy034
Cook, V. (2022). Multi-competence and translanguaging. In J. MacSwan (Ed.), Multilingual perspectives on translanguaging, 25–39. Bristol, UK: Multilingual Matters. https://doi.org/10.21832/9781800415690-004 DOI: https://doi.org/10.2307/jj.22679761.6
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. Modern Language Journal, 94(1), 103–115. https://doi.org/10.1111/j.1540-4781.2009.00986.x DOI: https://doi.org/10.1111/j.1540-4781.2009.00986.x
Cromarty, W. R. (2019). Building a knowledge base for language teaching through translanguaging. Journal for Language Teaching, 52(2), 100. https://doi.org/10.4314/jlt.v52i2. DOI: https://doi.org/10.4314/jlt.v52i2.5
Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. Modern Language Journal, 89, 585–592.
Du, T. M., Nguyen, T. N., & Le, N. A. (2024). Improving First-Year English-Majored Students’ Speaking Skills through Using Digital Storytelling. International Journal of Language Instruction, 3(2), 29–44. https://doi.org/10.54855/ijli.24323 DOI: https://doi.org/10.54855/ijli.24323
Fang, F., Zhang, L. J., & Sah, P. K. (2022). Translanguaging in Language Teaching and Learning: Current Practices and Future Directions. RELC Journal, 53(2), 305-312. https://doi.org/10.1177/00336882221114478 DOI: https://doi.org/10.1177/00336882221114478
Forman, R. (2010). Ten principles of bilingual pedagogy. In A. Mahboob (Ed.), The NNEST lens: Non-native English speakers in TESOL (54-86). Newcastle, UK: Cambridge Scholar Publishing
García, O., & Wei, L. (2014). Translanguaging and education. In Translanguaging: Language, bilingualism, and education, 63-77. Palgrave Macmillan, London. https://doi.org/10.1057/9781137385765.0011 DOI: https://doi.org/10.1057/9781137385765_5
Gunnarsson, T. (2019). Multilingual students’ use of their linguistic repertoires while writing in L2 English. Lingua, 224, 34-50. https://doi.org/10.1016/j.lingua.2019.03.007 DOI: https://doi.org/10.1016/j.lingua.2019.03.007
Hornberger, N., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278. https://doi.org/10.1080/13670050.2012.658016 DOI: https://doi.org/10.1080/13670050.2012.658016
Jiang, Z. W., Zhang, L. J., & Mohamed, N. (2022). Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students’ Perceptions. RELC Journal, 53(2), 371-390. https://doi.org/10.1177/00336882221113653 DOI: https://doi.org/10.1177/00336882221113653
Khote, N. (2023). A teacher’s perspective of translanguaging corrientes: Contextualizing power and control in the translanguaging stance. In R. V. Singh & D. M. Schwarzer (Eds.), Developing translanguaging repertoires in critical teacher education (117–135). Berlin, Germany: De Gruyter. https://doi.org/10.1515/9783110735604-008 DOI: https://doi.org/10.1515/9783110735604-008
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Le, T. N. H. (2022). A Study on Code-Switching in Oral and Texting Interaction and Communication of University Lecturer and Students. International Journal of TESOL & Education, 2(3), 149-166. https://doi.org/10.54855/ijte.222310 DOI: https://doi.org/10.54855/ijte.222310
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualization and contextualization. Educational Research and Evaluation, 18(7), 655-670. https://doi.org/10.1080/13803611.2012.718490 DOI: https://doi.org/10.1080/13803611.2012.718490
Leonet, O., Saragueta, E., & Arocena, Eli. (2024). Shifting the perception of languages and their status through the use of pedagogical translanguaging as a tool to increase language awareness. Language, Culture and Curriculum, 37(3), 363–384. https://doi.org/10.1080/07908318.2024.2344562 DOI: https://doi.org/10.1080/07908318.2024.2344562
Lucas, R.I.G., Alieto, E.O., Eijansantos, A.M. (2023). Assessing language attitudes towards translanguaging of young adult multilingual learners. In Translanguaging in Multilingual Contexts, 45-62. Springer, Singapore. https://doi.org/10.1007/978-981-99-8589-0_3 DOI: https://doi.org/10.1007/978-981-99-8589-0_3
MacSwan, J. (2022). Codeswitching, translanguaging and bilingual grammar. In J. MacSwan (Ed.), Multilingual perspectives on translanguaging, 83–125. Bristol, UK: Multilingual Matters. https://doi.org/10.21832/9781800415690-006 DOI: https://doi.org/10.2307/jj.22679761.8
Menken, K. & Sánchez, M. (2019). Translanguaging in English‐Only Schools: From Pedagogy to Stance in the Disruption of Monolingual Policies and Practices. TESOL Quarterly. 53(3). https://doi.org/10.1002/tesq.513 DOI: https://doi.org/10.1002/tesq.513
Nguyen, H. A. T., Chik, A., & Woodcock, S. (2022). Translanguaging in English-medium instruction: teacher practices at a Vietnamese university. In English Medium Instruction Practices in Vietnamese Universities: Institutional, Practitioner and Student Perspectives, 137-151. Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2169-8_9 DOI: https://doi.org/10.1007/978-981-19-2169-8_9
Nguyen, H. (2019). Exploring the Usefulness of Translanguaging in Ha Nam High School: An Exploratory Action Research Project. 123doc. https://123docz.net/document/6652717-exploring-the-usefulness-of-translanguaging-in-a-ha-nam-high-school-an-exploratory-action-reseach-project.htm
Pham, K. & Vu, V. (2023). Vietnamese EFL secondary teachers’ translanguaging use and their perceptions. Ho Chi Minh City Open University Journal of Science-Social Sciences, 13(2), 37-54. https://doi.org/10.46223/hcmcoujs.soci.en.13.2.2608.2023 DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.13.2.2608.2023
Pham, H. N. U., & Nguyen, T. D. (2024). Translanguaging in EFL Classrooms: Practice and Implications for Lecturers from Students’ Lens. International Journal of TESOL & Education, 4(4), 54-68. https://doi.org/10.54855/ijte.24443 DOI: https://doi.org/10.54855/ijte.24443
Phan, T. A. N., Le, H. H., & Phan, G. A. V. (2024). From Words to Wonders: EFL Students’ Perceptions of Digital Storytelling for Language Learning. International Journal of Language Instruction, 3(4), 59–92. https://doi.org/10.54855/ijli.24344 DOI: https://doi.org/10.54855/ijli.24344
Phuong, N. (2021). Translanguaging practices in EMI settings from the perspective of student agency: An example from Vietnamese higher education. English-medium instruction translanguaging practices in Asia: Theories, frameworks, and implementation in higher education, 121-141. https://doi.org/10.1007/978-981-16-3001-9_7 DOI: https://doi.org/10.1007/978-981-16-3001-9_7
Prilutskaya, M. (2021). Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages, 6(4), 180. https://doi.org/10.3390/languages6040180 DOI: https://doi.org/10.3390/languages6040180
Purkarthofer, J., & Mossakowski, J. (2011). Bilingual teaching for multilingual students? Innovative dual-medium models in Slovene-German schools in Austria. International Review of Education, 57(5-6), 551-565. https://doi.org/10.1007/s11159-011-9255-3 DOI: https://doi.org/10.1007/s11159-011-9255-3
Rivera, A. J., & Mazak, C. M. (2017). Analyzing student perceptions on translanguaging: A case study of a Puerto Rican ESL classroom. HOW, 24(1), 122-138. https://doi.org/10.19183/how.24.1.312 DOI: https://doi.org/10.19183/how.24.1.312
Slavin, R.E. & Cheung, A. (2005). A synthesis of research on the language of reading instruction for English language learners. Review of Educational Research, 75(2), 247-284. https://doi.org/10.3102%2F00346543075002247 DOI: https://doi.org/10.3102/00346543075002247
Schulze, J., Ittner, A., & Marquez, E. (2024). Translanguaging in the Multilingual Classroom: From Theory to Practice. WAESOL Educator, 44(2), 38–40. Retrieved from https://educator.waesol.org/index.php/WE/article/view/246
Turnbull, B. (2017). The translanguaging classroom: leveraging student bilingualism for learning. International Journal of Bilingual Education and Bilingualism, 22(5), 639-640. https://doi.org/10.1080/13670050.2016.1275289 DOI: https://doi.org/10.1080/13670050.2016.1275289
Wang, D. (2016). Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22(2), 138–149. https://doi.org/10.1080/13670050.2016.1231773 DOI: https://doi.org/10.1080/13670050.2016.1231773
Wei, L. (2017). Translanguaging as a Practical Theory of Language. Applied Linguistics, 39(2), 261-261. https://doi.org/10.1093/applin/amx044 DOI: https://doi.org/10.1093/applin/amx044
Zein, S. (2018). Translanguaging as a metadiscursive practice in the EYL classroom: Preparing prospective teachers. In S. Zein & R. Stroupe (Eds.), English language teacher preparation in Asia: Policy, research, and practice (1st ed), 47-62. New York, NY: Routledge. https://doi.org/10.4324/9781315105680-3 DOI: https://doi.org/10.4324/9781315105680-3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ngo Kieu Trinh
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of Language Instruction (ijli) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijli are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
