This qualitative study examines how Thai EFL teachers utilize pedagogical translanguaging in multilingual secondary school classrooms, employing both planned and unplanned strategies to support English language learning. Grounded in Cenoz and Gorter's (2021) multilingual pedagogical translanguaging model, the study investigates how teachers…

This study investigates the patterns and reasons behind code switching (CS) in Facebook conversations among Thai students who are learning English as a language (EFL). The research was conducted with 40 final year students at Nakhon Sawan Rajabhat University in Thailand all of whom were enrolled in an English for Government and Business Purposes…

The present study explores the perspectives and instructional approaches adopted by five university English as a Foreign Language (EFL) teachers in Thailand about using translanguaging pedagogy in monolingual English instruction. Examining the concept of translanguaging pedagogy and framed in an exploratory-descriptive qualitative research design…

The Asia-Pacific region hosts the largest number of refugees and displaced people in the world, and is the place of origin for nearly half of all international migrants. However, data related to the unique language-in-education needs of refugee and migrant children in and from this area is sparse. The report aims to create a stronger knowledge…

Code-switching or using a native language (L1) is commonly employed in an EFL classroom to facilitate comprehension to low-proficiency learners. However, in a context where teachers and learners do not share the same mother tongue, it causes some challenges to language teachers. As teachers' beliefs directly influence their practices, and research…