Theory and research on translanguaging have increasingly grown in the past decades. However, the scope of research on how teachers make sense of translanguaging is limited, particularly how they emotionally respond to a translanguaging pedagogy. The present study addressed this gap by examining eight Iranian English-L2 teachers'…

Purpose: This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers' positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure: 274 non-native…

This follow-up study explored the experiences of eight Latina heritage speakers (HSs), who were initially enrolled in world language teacher preparation programs at two educational institutions in the United States and who became in-service Spanish teachers. Using data from interviews, classroom observations, and a focus group, this qualitative…

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…

In this study the author combines translingualism and raciolinguistic perspectives to analyze the language ideologies and idealized listening/reading subject positions that undergird discourses on English language teaching in Pakistan. Drawing on data from national policy documents, the national curriculum for English, and English proficiency…

Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers' concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any…

This paper is part of an ongoing research project that examines translanguaging practice in predominantly monolingual social domains, and it reports on the views and practices of non-Japanese English teachers' translanguaging in Japanese higher education. Fifteen faculty members from four universities were interviewed about their perspectives on…

The main aim of the present paper is to provide an in-depth look at the relationship between English and Algerian Arabic (L1) in an EFL classroom in the department of English at Tlemcen University, Algeria. In this regard, the researchers try to determine the reasons and functions behind the use of Code-Switching among EFL teachers and students of…

In Hong Kong, Chinese and English are considered separate mediums of instruction. English immersion is expected for schools that teach with English as the medium of instruction, and direct instruction in Chinese is often used to teach English in Chinese medium schools. Evidently, a great divide persists in the Hong Kong government curriculum. In…

The primary goal of language teaching is to afford learners, proficiency in communicating in the target language, self-development as well as intercultural understanding of languages in the learning process. The teacher is therefore charged with the task of selecting appropriate strategies to effectively achieve his pedagogic goals, one of which…

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…

Codeswitching, which has become the subject of much debate and controversy among different scholars due to its pros and cons, is commonly employed in English as foreign language (EFL) classrooms. However, scant attention has been given to the functions and reasons of teachers' codeswitching in the Ethiopian context. In an attempt to fill this gap,…

The volume offers a collection of the most recent research coming from scholars and practitioners in the field of multilingualism research in various contexts of natural/immersion environments, school/formal instruction, grounded in multilingual societies and individual multilinguality of semi-monolingual countries. The studies included in the…

While research on students' perceptions of code-switching in EFL classrooms has proliferated over the past several decades, limited research has been conducted to understand students' perceptions with different levels of language proficiency in English. Drawing on both quantitative and qualitative data collected from students with different…

In the domain of teaching bilingual students, the issue of using the first language in a second-language based class has been widely controversial. While some studies have questioned the method of moving between the two languages, Translanguaging, others found it highly beneficial. Here we aimed to investigate the effect of Translanguaging on the…