Exploring Language Teachers’ Perceptions of Pedagogical Translanguaging: An Exploratory Qualitative Study of Contextual and Demographic Influences

Öz

Translanguaging, understood as the flexible use of learners’ full linguistic repertoires, has emerged as a significant yet contested practice in language education. While some educators advocate for target-language-only instruction, others view the strategic integration of students’ first language (L1) as part of a broader translanguaging approach that supports comprehension, autonomy, and identity affirmation. This exploratory qualitative study examines language teachers’ perceptions of pedagogical translanguaging and explores how these perceptions are shaped by contextual and demographic factors, including geographic location, age, and grade level taught. Twenty language teachers participated in an open-ended online questionnaire distributed via social media. Data were analyzed using deductive thematic analysis informed by sociocultural and social cognitive theoretical perspectives. Findings indicate broad support for pedagogical translanguaging as a scaffold for comprehension, emotional security, and inclusive practice. However, variations in perception appear to reflect contextual influences such as institutional policies and professional experience rather than clear demographic patterns. The results position translanguaging as a context-sensitive instructional approach shaped by institutional norms and teacher development. Implications highlight the need for targeted professional development, greater conceptual clarity in teacher education, and policy reconsideration to support equitable multilingual pedagogy.

Anahtar Kelimeler

• translanguaging
• ELT
• language teaching
• Multilingualism

Destekleyen Kurum

American College of Education

Etik Beyan

In alignment with the principles outlined in the Belmont Report , the study adhered to a strict code of ethics through several key procedures. An informed consent form was embedded into the open-ended online questionnaire, clearly outlining the study’s purpose, objectives, potential benefits, the protection of privacy, and voluntary participation. The role within the study was explicitly disclosed, and consistent receptiveness to feedback was upheld throughout the research process . Participants' privacy was safeguarded by restricting access to their characteristics, responses, and behaviors, ensuring anonymity, confidentiality, and secure data storage. Integrity was upheld by ensuring that no data, evidence, authorship, or findings were fabricated, falsified, or misrepresented. All data sources used in the study were properly cited to avoid plagiarism, and credit was given to the authors of any relevant empirical work . Finally, all stored data, including responses, identities, and participants' contact information, were set to be securely erased from the password-protected hard drive three years after the completion of the study.

Teşekkür

Special thanks to the Subject Matter Experts (SMEs) who assisted in developing my questionnaire and offered ongoing support. Their insights ensured the validity and quality of my research. I am deeply grateful to all the participants, language teachers from around the world, who generously shared their time and experiences, making this study possible.

Dil Öğretmenlerinin Pedagojik Translanguaging’e Yönelik Algılarının İncelenmesi: Bağlamsal ve Demografik Etkenlere Odaklanan Keşfedici Bir Nitel Çalışma

Öz

Translanguaging (transdilbilim), öğrencilerin birinci dilini (L1) ikinci dilin (L2) öğrenimini desteklemek amacıyla kullanmalarını ifade eden bir yaklaşımdır ve dil eğitimi alanında hâlen tartışmalı bir konu olmaya devam etmektedir. Bazı eğitimciler yalnızca hedef dilin kullanıldığı öğretim ortamlarını savunurken, diğerleri öğrencilerin ana dilini anlamayı kolaylaştıran, öğrenen özerkliğini destekleyen ve dilsel kimliğin gelişimine katkı sağlayan önemli bir pedagojik kaynak olarak görmektedir. Bu temel nitel araştırmanın amacı, dil öğretmenlerinin translanguaging kullanımına ilişkin algılarını incelemek ve yaş, coğrafi konum ile öğretim yaptıkları sınıf düzeyi gibi demografik değişkenlerin bu algılar üzerindeki etkisini ortaya koymaktır. Araştırmaya sosyal medya aracılığıyla paylaşılan açık uçlu çevrim içi bir anket yoluyla 20 dil öğretmeni katılmıştır. Toplanan veriler, dil öğrenimini açıklayan sosyokültürel ve sosyal bilişsel yaklaşımlar çerçevesinde tematik analiz yöntemi kullanılarak değerlendirilmiştir. Bulgular, translanguaging uygulamalarının anlamayı destekleyen, öğrencilerin duygusal güvenliğini artıran ve kapsayıcı öğrenme ortamları oluşturmaya katkı sağlayan bir öğretim stratejisi olarak genel anlamda olumlu karşılandığını göstermektedir. Bununla birlikte öğretmenlerin görüşlerinin eğitim politikaları, mesleki deneyimleri ve öğretim yaptıkları eğitim düzeyine bağlı olarak değiştiği görülmüştür. Daha kısıtlayıcı dil politikalarının bulunduğu ortamlarda çalışan öğretmenler translanguaging uygulamalarını daha temkinli bir şekilde kullanırken, bazı öğretmenler bu yaklaşımı derslerinde daha açık ve bilinçli biçimde entegre ettiklerini belirtmiştir. Sonuçlar, translanguaging uygulamalarının kurumsal beklentiler ve öğretmenlerin mesleki gelişim süreçleri tarafından şekillenen bağlama duyarlı bir öğretim yaklaşımı olduğunu göstermektedir. Ayrıca, çok dilli ve kapsayıcı öğretim uygulamalarını desteklemek için öğretmenlere yönelik mesleki gelişim fırsatlarının artırılması, eğitim politikalarının yeniden gözden geçirilmesi ve öğretmenler arasında iş birliğine dayalı öğrenme topluluklarının oluşturulması gerektiği vurgulanmaktadır.

Anahtar Kelimeler

• dil öğretimi
• çok dillilik
• translanguaging
• ELT

Kaynakça

1. Aba Sha'ar, M. Y. M., & Rofiah, N. L. (2024). Examining Indonesian English as a foreign language lecturers’ attitudes towards translanguaging and its perceived pedagogical benefits: A mixed-methods study. Center for Educational Policy Studies Journal, 14(3), 117–141. https://doi.org/10.26529/cepsj.1833
2. Alharbi, J. M. (2023). Insight into the role of interaction in language acquisition: Vygotsky’s interactionist theory of language. Arab World English Journal, 14(2), 281–294. https://doi.org/10.24093/awej/vol14no2.20
3. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
4. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
5. Bolkvadze, L. (2023). Translanguaging as EFL teaching method. Creative Education, 14(02), 270–287. https://doi.org/10.4236/ce.2023.142019
6. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903
7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
8. Caingcoy, M. (2023). Culturally responsive pedagogy: A systematic overview. Diversitas Journal, 8(4), 3203–3212. https://doi.org/10.48017/dj.v8i4.2780

9. Canagarajah, S. (Ed.). (2013). Literacy as translingual practice: Between communities and classrooms. Routledge.
10. Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press.
11. Chen, Y.-J., & Hsu, L. (2022). Enhancing EFL learners’ self-efficacy beliefs of learning English with emoji feedback in CALL: Why and how. Behavioral Sciences, 12(7), Article 227. https://doi.org/10.3390/bs12070227
12. Dawadi, S. (2020). Thematic analysis approach: A step-by-step guide for ELT research practitioners. Journal of NELTA, 25(1–2), 62–71. https://doi.org/10.3126/nelta.v25i1-2.49731
13. Desmond, W. (2024). Translanguaging and the monolingual teacher: Leveraging students’ full linguistic competencies within literacy development. ORTESOL Journal, 41, 4–20. https://files.eric.ed.gov/fulltext/EJ1431415.pdf
14. Dikilitaş, K., & Öztüfekçi, A. (2024). English language teachers’ implementation of collaborative translanguaging. System, 126, Article 103488. https://doi.org/10.1016/j.system.2024.103488
15. Dougherty, J. (2021). Translanguaging in action: Pedagogy that elevates. ORTESOL Journal, 38, 19-32. https://files.eric.ed.gov/fulltext/EJ1305313.pdf
16. Ergül, H. (2023). Translanguaging realities: The use of first language in microteaching practices vs. young learner classrooms. Bartın University Journal of Faculty of Education, 12(4), 751–761. https://doi.org/10.14686/buefad.1335510
17. F. Ben Amer, S. (2024). The importance of context theory in language education. Journal of the Faculty of Arts, 52, 277–293. https://doi.org/10.37376/jofoa.vi52.4591
18. Fuertes Gutiérrez, M. (2021). Translanguaging: Navegando entre lenguas – pedagogical translanguaging for multilingual classrooms. In T. Beaven & F. Rosell-Aguilar (Eds.), Innovative language pedagogy report (pp. 29–33). https://doi.org/10.14705/rpnet.2021.50.1232
19. Galante, A. (2019). “The moment I realized I am plurilingual”: Plurilingual tasks for creative representations in EAP at a Canadian university. Applied Linguistics Review, 11(4), 551–580. https://doi.org/10.1515/applirev-2018-0116
20. Gamage, K. G. S. (2020). The pedagogical application of the grammar translation method as an effective instructional methodology in teaching English as a second language. OALib, 7(11), 1–10. https://doi.org/10.4236/oalib.1106913
21. García, O., & Kleifgen, J. A. (2020). Translanguaging and literacies. Reading Research Quarterly, 55(4), 553–571. https://doi.org/10.1002/rrq.286
22. García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
23. Gass, S. M., Behney, J., & Plonsky, L. (2020). Second language acquisition: An introductory course (5th ed.). Routledge. https://doi.org/10.4324/9781315181752
24. Guo, H. (2023). Chinese primary school students’ translanguaging in EFL classrooms: What is it and why is it needed? Asia-Pacific Education Researcher, 32(2), 211–226. https://doi.org/10.1007/s40299-022-00644-7
25. Hassane, E. (2023). Issues in English language teaching: The use of L1 in teaching and learning. Journal of Applied Linguistics and Language Research, 10(1), 42–53. https://www.jallr.com/index.php/JALLR/article/view/1268/1370
26. Huang, X., & Chalmers, H. (2023). Implementation and effects of pedagogical translanguaging in EFL classrooms: A systematic review. Languages, 8(3), Article 194. https://doi.org/10.3390/languages8030194
27. Hummel, K. M. (2021). Introducing second language acquisition: Perspectives and practices (2nd ed.). Wiley Blackwell.
28. Jegerski, J. (2021). Krashen and second language processing. Foreign Language Annals, 54(2), 318–323. https://doi.org/10.1111/flan.12557
29. Karabulut, A., & Kesli Dollar, Y. (2022). The use of translanguaging pedagogy in writing classes of Turkish EFL learners. Participatory Educational Research, 9(6), 41–65. https://doi.org/10.17275/per.22.128.9.6
30. Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
31. Lantolf, J. P., Poehner, M. E., & Thorne, S. L. (2020). Sociocultural theory and L2 development. In B. VanPatten, G. D. Keating, & S. Wulff (Eds.), Theories in second language acquisition (3rd ed., pp. 223–247). Routledge. https://doi.org/10.4324/9780429503986-10
32. Marrero-Colón, M. B. (2021). CAL commentary: Translanguaging: Theory, concept, practice, stance… or all of the above? Center for Applied Linguistics. https://www.cal.org/publications/translanguaging/
33. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons, Incorporated.
34. Mirza, A., & Gottardo, A. (2023). The role of context in learning to read languages that use different writing systems and scripts: Urdu and English. Languages, 8(1), Article 86. https://doi.org/10.3390/languages8010086
35. Muñoz-Muñoz, E. R. (2023). Translanguaging is here to stay. Issues in Teacher Education, 32(2), 87-94. https://files.eric.ed.gov/fulltext/EJ1408558.pdf
36. Ngubane, S. I., Ntombela, B. Z., & Govender, S. (2020). Translanguaging pedagogy in selected English First Additional Language writing classrooms. Southern African Linguistics and Applied Language Studies, 38(2), 142-151. https://doi.org/10.2989/16073614.2020.1771190
37. Nguyen, H. T. M., Nguyen, H. T. T., Gilanyi, L., Hoang, T. H., & Gao, X. (2025). Content language integrated learning (CLIL): Teachers’ metacognitive understanding of pedagogical translanguaging. Learning and Instruction, 97, 102085. https://doi.org/10.1016/j.learninstruc.2025.102085
38. Nyimbili, F., & Mwanza, D. S. (2021). Challenges faced by teachers and learners with translanguaging in first grade multilingual literacy classrooms. International Journal on Studies in English Language and Literature, 9(3), 1–10. https://doi.org/10.20431/2347-3134.0903003
39. Oliver, R., Wigglesworth, G., Angelo, D., & Steele, C. (2021). Translating translanguaging into our classrooms: Possibilities and challenges. Language Teaching Research, 25(1), 134–150. https://doi.org/10.1177/1362168820933697
40. Öztürk, S. A., & Çubukçu, F. (2022). Exploring student-directed translanguaging in the English-centric classroom. Language Teaching Research Quarterly, 31, 159–173. https://doi.org/10.32038/ltrq.2022.31.11
41. Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139–158. https://doi.org/10.1080/10573560308222
42. Panagiotopoulou, J. A., Rosen, L., & Strzykala, J. (Eds.). (2020). Inclusion, education and translanguaging: How to promote social justice in (teacher) education? Springer VS. https://doi.org/10.1007/978-3-658-28128-1
43. Pandey, P., & Pandey, M. M. (2015). Research methodology: Tools & techniques. Bridge Center.
44. Pontier, R. W., & Abbasi, E. (2024). Biographically driven development of translanguaging stance for a modern language teacher candidate in a graduate TESOL class. Education Sciences, 14(11), Article 1210. https://doi.org/10.3390/educsci14111210
45. Sarmiento-Campos, N.-V., Lázaro-Guillermo, J. C., Silvera-Alarcón, E.-N., Cuellar-Quispe, S., Huamán-Romaní, Y.-L., Apaza, O. A., & Sorkheh, A. (2022). A look at Vygotsky’s sociocultural theory (SCT): The effectiveness of scaffolding method on EFL learners’ speaking achievement. Education Research International, 2022, 1–12. https://doi.org/10.1155/2022/3514892
46. Saruwatashi, S. L. (2020). Principal reasons for using L1 in the L2 classroom. Junshin Journal of Humanities, 26, 77–88. https://core.ac.uk/download/pdf/288228893.pdf
47. Sun, H., & Fang, S. (2022). Paired-associate second language vocabulary learning: The role of L1 translation familiarity. The Journal of AsiaTEFL, 19(1), 50–65. https://doi.org/10.18823/asiatefl.2022.19.1.4.50s
48. Suraweera, D. (2022). Plurilingualism in a constructively aligned and decolonized TESOL curriculum. TESL Canada Journal, 38(2), 186–198. https://doi.org/10.18806/tesl.v38i2.1355
49. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford University Press.
50. Treffers-Daller, J. (2024). Translanguaging: What is it besides smoke and mirrors? Linguistic Approaches to Bilingualism, 15 (1), 1-26. https://doi.org/10.1075/lab.24015.tre
51. Ulum, Ö. G. (2024). Breaking down linguistic barriers: The radical impact of translanguaging on pre-service EFL teachers’ perspectives in Turkey. PLOS One, 19(12), Article e0315982. https://doi.org/10.1371/journal.pone.0315982
52. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Harvard University Press.
53. Vygotsky, L. S. (1986). Thought and language. MIT Press.
54. White, M. (2023). Translanguaging: A culturally responsive pedagogy. INTESOL Journal, 20(1), 33-55. https://doi.org/10.18060/27600
55. Wu, Y., & Othman, J. (2024). A systematic review of teachers’ beliefs and practices of overt translanguaging in English-medium-instruction classrooms. In The European Conference on Education 2024 Official Conference Proceedings. The International Academic Forum. https://doi.org/10.22492/issn.2188-1162.2024.15
56. Yin, R. K. (2016). Qualitative research from start to finish (2nd ed.). The Guilford Press.
57. Yüzlü, M. Y., & Atay, D. (2020). The effectiveness of L1 use in promoting oral production in L2 across different proficiency levels. Dil ve Dilbilimi Çalışmaları Dergisi, 16(2), 864–882. https://doi.org/10.17263/jlls.759330