Translanguaging approaches and perceptions of Iranian EGP teachers in bi/multilingual educational spaces: a qualitative inquiry

Amir Ghajarieh · Afarin Aghabozorgi

4 citations0/0 files storedQualitative Research Journal

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Purpose This study aims to analyze translanguaging practices and beliefs of Iranian English for General Purposes (EGP) teachers and find discrepancies between the practice and perception of educators in bi/multilingual species in Iranian educational settings. Design/methodology/approach The study involved interviewing ten teachers and observing six of their sessions, which yielded qualitative data. Findings The results showed that the participating teachers produced recurring themes such as the significance and limitations of translanguaging, techniques for training multilingual learners and the restrictions imposed by policies that discourage the use of L1 in language institutes in Iran. A noteworthy observation made in this investigation was that educators who possessed competency in three or more languages exhibited greater endorsement of translanguaging in both their perceptions and practices. Practical implications This study has significant implications for instructors, teacher trainers and policymakers operating within multilingual environments. It serves as a pioneering study that invites a productive synergy between Western and Asian researchers in exploring bi/multilingual spaces within Asian educational contexts. Originality/value This study brings a fresh perspective to the current body of research on teacher agency in bi/multilingual educational settings. By utilizing qualitative methods, it offers unique and original insights. Particularly noteworthy is the discovery that educators who are proficient in three or more languages are more inclined to support translanguaging. This observation adds a distinctive understanding of translanguaging in language education. It opens up new possibilities for exploring the application and efficacy of the translanguaging approach in Asian bi/multilingual spaces in education.

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References

2006Using thematic analysis in psychology 2015Clarifying translanguaging and deconstructing named languages: A perspective from linguistics 2011Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?2011Translanguaging in the classroom: Emerging issues for research and pedagogy 2017A Multilingual Perspective on Translanguaging 2019Translanguaging and Literacies 2019Translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives 2016Mobile times, mobile terms: The trans-super-poly-metro movement

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