Teachers’ perceptions in determining the inclusion of translanguaging pedagogy in independent Chinese schools
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Abstract
This qualitative study investigated the role of English teachers in implementing translanguaging pedagogy in independent Chinese schools in Malaysia. Based on interviews with 15 English teachers, this research examines their contributions, the influence of their participation on the inclusion of translanguaging, and their perceptions of students’ acceptance. The findings revealed that teachers are instrumental in creating and adapting teaching materials to address the diverse needs of students with varying English proficiency levels, often crafting resources from scratch when existing materials are unsuitable. Despite institutional prohibitions against translanguaging in some schools, teachers prioritized student comprehension, leveraging this pedagogy to enhance engagement, motivation, and confidence in the classroom. The study highlights the necessity of teacher autonomy in selecting pedagogical approaches tailored to students, emphasizing that prohibiting translanguaging may hinder academic growth. This calls for educational institutions to reconsider their policies and foster meaningful discussions between administrators and teachers to establish effective practices. These findings affirm the feasibility and effectiveness of translanguaging pedagogy in multilingual classrooms, demonstrating its potential for improving learning outcomes and educational experiences for both students and educators.
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