Teachers' Uses and Perceptions of Translanguaging in English Language Teaching in Thailand

Abstract

This study examines how teachers in Thailand use and perceive translanguaging in English language teaching. Translanguaging, which combines students' native language (Thai and/or other languages) with the target language (English), has gained prominence for its potential to enhance language acquisition. Given the increasing recognition of translanguaging as an effective pedagogical approach, this study seeks to explore how Thai English teachers at the primary and secondary school levels (N=74) implement translanguaging in their classrooms. Participants were selected using convenience-random sampling, based on predetermined inclusion criteria. The study collected data through an online questionnaire, employing both quantitative and qualitative analysis techniques. Descriptive statistics were applied to the quantitative data, while qualitative content analysis was utilized to interpret open-ended responses. The quantitative results reveal that translanguaging is most frequently used by teachers for activities such as clarifying concepts during lessons (40.5%), explaining vocabulary and providing feedback (35.1%), and facilitating comprehension by integrating students' L1 with English (L2) (36.5%). From the qualitative results, while many teachers (55 teachers) acknowledge the advantages of translanguaging in enhancing students' understanding and engagement, some (15 teachers) express concerns about its potential to detract from the immersion-focused objectives of English language instruction. The findings emphasized the importance of a strategic and balanced approach to integrating translanguaging into language teaching. Moreover, the study advocates for the development of targeted professional development programs to support teachers in effectively incorporating translanguaging strategies, ensuring that they can enhance student learning outcomes while maintaining the integrity of English immersion goals in the Thai educational context.

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