Pedagogical Translanguaging in English Classrooms: Teachers' and Students' Experiences in a Thai Secondary School

Abstract

In recent years, pedagogical translanguaging—the intentional use of multiple languages in teaching to enhance understanding and learning—has attracted growing interest, particularly in higher education settings and English as a Medium of Instruction (EMI) contexts. Despite this attention, limited research exists on its application in secondary school settings, especially regarding the lived experiences of teachers and students in regular English classrooms. This study addresses this gap by investigating how pedagogical translanguaging is experienced by teachers and students in a Thai secondary school setting.

The study focused on three regular English classrooms, involving three teachers (two Thai females and one foreign male) and eighteen students (an equal gender balance of nine males and nine females). Data were collected using a combination of methods: video-recorded classroom observations to capture real-time teaching and learning dynamics, detailed field notes for additional context, and stimulated-recall interviews to gain insights into participants' reflections on their experiences. A qualitative content analysis (QCA) approach was employed to interpret and analyze the collected data.

The findings revealed predominantly positive attitudes towards pedagogical translanguaging. Teachers and students alike recognized its benefits in supporting language acquisition and facilitating comprehension of lesson content. For students, the use of their first language (L1) in instruction created a more comfortable learning environment and improved understanding of challenging material. However, some students expressed a preference for exclusive English instruction, noting that it felt more engaging and immersive, even though it occasionally hindered their comprehension of complex topics.

Teachers highlighted practical advantages of translanguaging beyond content delivery, particularly its role in managing classroom behavior. For instance, teachers found it effective to use the students' L1 for tasks such as redirecting attention, reprimanding inappropriate behavior, or helping disengaged students re-focus on the lesson. These observations underscore translanguaging’s value not only as a linguistic tool but also as a classroom management strategy.

The study provides critical implications for research, teaching practices, and educational policy. It suggests the need for a balanced approach to language use in English classrooms, acknowledging the value of students’ L1 while also considering the potential benefits of immersive English instruction. Furthermore, the study highlights areas for future research, such as exploring the long-term impacts of translanguaging on language proficiency and its scalability in diverse educational contexts. While this research makes meaningful contributions, it also identifies limitations, such as the small sample size and focus on a single school, which future studies should address to deepen understanding of translanguaging in secondary education.

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