Translanguaging as a Learning Strategy in a Northeastern EFL Classroom in Thailand

Abstract

Thai English as a foreign language (EFL) EFL learners are increasingly using their L1 (Thai) and target language (English) in English as a medium of instruction (EMI) classes to boost their target language development and assist in understanding learning contents. Despite this classroom translanguaging practice, empirical research on the issue in Thailand is still insufficient. As a result, this study examined the classroom translanguaging practices and perceptions of Thai EFL learners in Northeast Thailand. Convenient and purposeful sampling methods were used to choose participants (N = 36) from a classroom in a secondary school level to participate in the study. An online questionnaire and a semi-structured interview were used to collect data. The questionnaire data was analyzed using descriptive statistics (e.g., mean and percentage), whereas the interview data was analyzed using qualitative content analysis. The results showed that despite the strict English-only monolingual policy mandated for EMI classes, the learners agreed that the translanguaging strategy is effective for their learning of English language contents, as well as their language development; and thus, should be incorporated into EMI classroom practice. The students also reported that, while there are drawbacks with adopting the translanguaging approach, there are more benefits to using students' native language (Thai) than just using the English-only approach. The implications of this practice and recommendation for future studies are also discussed.

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